JCLC, Dallas, TX, October 11-15 2006JCLC, Dallas, TX, October 11-15 2006
Developing an Developing an Effective Mentoring Effective Mentoring ProgramProgram
Sha Li ZhangSha Li Zhang University of North Carolina at GreensboroUniversity of North Carolina at Greensboro
Nancy DeyoeNancy DeyoeWichita State University LibrariesWichita State University Libraries
Susan MatveyevaSusan MatveyevaWichita State University LibrariesWichita State University Libraries
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Today’s AgendaToday’s Agenda
Mentoring ModelsMentoring Models A case study on developing a A case study on developing a
mentoring programmentoring program Feedback and program Feedback and program
evaluationevaluation Q & A periodQ & A period
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Why mentoring?Why mentoring?
An effective method of retention for librarians
Help new librarians adapt to new environment
Develop trusting professional relations
Help team building
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Some mentoring modelsSome mentoring models
Mentoring programs at academic Mentoring programs at academic librarieslibraries
Research Committee at Auburn Research Committee at Auburn University University
Libraries’ Mentoring Program at UNC Libraries’ Mentoring Program at UNC Greensboro Greensboro
Librarian Mentoring Program at Yale Librarian Mentoring Program at Yale University University
Library Peer Mentor Program at Utah Library Peer Mentor Program at Utah State University State University
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Some mentoring models Some mentoring models (cont’)(cont’)
Mentoring programs at ALA Mentoring programs at ALA divisions and roundtablesdivisions and roundtables
New Member Mentoring Program at New Member Mentoring Program at ACRL ACRL
International Librarians’ mentoring International Librarians’ mentoring program at IRRTprogram at IRRT
Conference Mentoring and Career Conference Mentoring and Career Mentoring at NMRTMentoring at NMRT
ALA Spectrum Initiative ALA Spectrum Initiative
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Some mentoring models Some mentoring models (cont’)(cont’)
Mentoring programs at ALA’s Mentoring programs at ALA’s ethnic caucusesethnic caucuses BCALABCALA ReformaReforma CALACALA APALAAPALA AILAAILA
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Mentoring TechniquesMentoring Techniques
Setting goals Clarifying situations Understanding other people’s
behavior Dealing with road blocks Building wide networks of
support, influence, and learning
JCLC, Dallas, TX, October 11-15 2006JCLC, Dallas, TX, October 11-15 2006
Case StudyCase Study
Wichita State University Wichita State University Libraries Mentoring Program Libraries Mentoring Program
DevelopmentDevelopment
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Why?Why?
Personnel ChangesPersonnel Changes New ChallengesNew Challenges Small Group “Veteran” Small Group “Veteran”
LibrariansLibrarians Larger Number of Librarians Larger Number of Librarians
“New” to Academic “New” to Academic LibrarianshipLibrarianship
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First Guidelines (2004)First Guidelines (2004)
Definition of MentoringDefinition of Mentoring Mentoring Would Be MandatoryMentoring Would Be Mandatory Program LengthProgram Length Who Could Mentor/How Mentors Who Could Mentor/How Mentors
Chosen Chosen What Mentors Should DoWhat Mentors Should Do
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What Worked/Didn’t Work What Worked/Didn’t Work
Yes, It Worked!Yes, It Worked! All Eligible All Eligible
ParticipatedParticipated Genuine InterestGenuine Interest Helped With Helped With
Orientation To Orientation To Library/CampusLibrary/Campus
Limits Limits UnderstoodUnderstood
No, It Didn’t!No, It Didn’t! Lack of Eligible Lack of Eligible
MentorsMentors Is Policy in Is Policy in
Effect?Effect? Specific Specific
Expertise Expertise LackingLacking
Orientation vs. Orientation vs. Mentoring Mentoring
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2006 Rewrite2006 Rewrite
Mentor Pool ExpandedMentor Pool Expanded Clarifications – Training vs. MentoringClarifications – Training vs. Mentoring Appointment/Recognition of Mentors Appointment/Recognition of Mentors
ClarifiedClarified Length of Process made More FlexibleLength of Process made More Flexible Calendar and Assessment AddedCalendar and Assessment Added Increased Confidentiality AddedIncreased Confidentiality Added
JCLC, Dallas, TX, October 11-15 2006JCLC, Dallas, TX, October 11-15 2006
Seeking Seeking FeedbackFeedback
Interviews with participantsInterviews with participants
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Seeking Feedback: Seeking Feedback: Interviews with ParticipantsInterviews with Participants
We wanted to know:We wanted to know: how program works in real life how program works in real life if participants’ satisfied with the if participants’ satisfied with the
programprogram the needs of mentee-minorities the needs of mentee-minorities how beneficial this program is for how beneficial this program is for
individuals and the libraryindividuals and the library
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Seeking Feedback: Seeking Feedback: Interviews with Participants Interviews with Participants (cont’)(cont’)
The goals of the study was toThe goals of the study was to investigate interactions between investigate interactions between
mentors/mentees/ supervisors mentors/mentees/ supervisors learn about matching practices learn about matching practices
and Mentor Mentee mutual expectations and Mentor Mentee mutual expectations define the areas that need define the areas that need
improvements andimprovements and suggest recommendations suggest recommendations
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Seeking FeedbackSeeking Feedback: : The study technical detailsThe study technical details
Interviewees:Interviewees: 4 seasoned faculty-mentors4 seasoned faculty-mentors
all women; members of T&P; 15-25 years all women; members of T&P; 15-25 years at the Wichita State at the Wichita State
6 new faculty- mentees6 new faculty- mentees 4 women and 2 men4 women and 2 men 3 foreign born3 foreign born 2 librarians of color2 librarians of color all on tenure trackall on tenure track 4 completed the program; 2 started4 completed the program; 2 started
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Seeking FeedbackSeeking Feedback: : The study technical details The study technical details (cont’)(cont’)
Time frame: September 2006Time frame: September 2006 Place: WSU LibrariesPlace: WSU Libraries Interviewer: woman; on tenure Interviewer: woman; on tenure
track; foreign born; 4 years at track; foreign born; 4 years at Wichita StateWichita State
ConfidentialityConfidentiality Research dataResearch data
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Seeking Feedback: Seeking Feedback: The study technical details The study technical details (cont’)(cont’)
2 Questionnaires: 2 Questionnaires: ““mirrored” questions for mentors mirrored” questions for mentors
and menteesand mentees general questionsgeneral questions specific questions about a programspecific questions about a program satisfaction / dissatisfactionsatisfaction / dissatisfaction suggestions for improvement of the suggestions for improvement of the
program program
JCLC, Dallas, TX, October 11-15 2006JCLC, Dallas, TX, October 11-15 2006
FindingsFindings
What we learned from the What we learned from the program participantsprogram participants
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Findings:Findings:Mentors Previous ExperienceMentors Previous Experience
MentorMentor Formal Formal ProgramProgram
Had informal Had informal Mentor(s)Mentor(s)
Had Informal Had Informal Mentee(s)Mentee(s)
11 NoNo YesYes NoNo
22 NoNo NoNo NoNo
33 NoNo NoNo Yes, 20Yes, 20
44 NoNo NoNo NoNo
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Findings:Findings:Mentees Previous ExperienceMentees Previous Experience
MenteeMentee Formal Formal ProgramProgram
Had Informal Had Informal MentorMentor
Informal Informal mentor was a mentor was a supervisorsupervisor
11 NoNo NoNo N/AN/A
22 NoNo YesYes NoNo
33 NoNo YesYes YesYes
44 NoNo NoNo N/AN/A
55 NoNo YesYes YesYes
66 NoNo NoNo N/AN/A
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Findings:Findings: Current Experience Current Experience
MentorMentor MenteeMentee GoalsGoals Forms Forms fill in fill in
Meet Meet regularregular
DeptDept
No.No.11 11 done done 1 new1 new
NoNo NoNo NoNo NoNo
Same Same
NoNo.2.2 OneOne NoNo NoNo Yes + Yes + IrregulIrregul
The The samesame
No.No.33 OneOne NoNo NoNo NoNo NoNo
No.No.44 1 done 1 done 1 new1 new
NoNo NoNo NoNo Both NoBoth No
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Findings:Findings: Current Experience Current Experience (cont’)(cont’)
All 4 mentees are satisfied:All 4 mentees are satisfied: something extra; nice to have tenured something extra; nice to have tenured
faculty as a supporter; a person to ask faculty as a supporter; a person to ask questionsquestions
3 of 4 mentors expressed mixed 3 of 4 mentors expressed mixed feelings of guilt and dissatisfaction:feelings of guilt and dissatisfaction:
2 feel that they did not give their mentees 2 feel that they did not give their mentees enough attention and supportenough attention and support
1 feels that she spent too much of her time 1 feels that she spent too much of her time with her mentee and was used as a trainerwith her mentee and was used as a trainer
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Findings:Findings: Current Experience Current Experience (cont’)(cont’)
Psychological compatibility is a Psychological compatibility is a major factor of satisfaction for major factor of satisfaction for both: mentors and menteesboth: mentors and mentees
2 of 6 interviewed mentoring 2 of 6 interviewed mentoring “teams” were affected by poor “teams” were affected by poor psychological compatibility:psychological compatibility:
(1) No contact. Hard to understand (1) No contact. Hard to understand each other; (2) It would be better to have her each other; (2) It would be better to have her as a mentee that him. as a mentee that him.
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Findings:Findings: Current Experience Current Experience (cont’)(cont’)
Mentee-minorities have the Mentee-minorities have the same access to the program as same access to the program as other participantsother participants
However, they often need more However, they often need more attention (especially, foreign attention (especially, foreign born librarians and recent born librarians and recent graduates with no previous graduates with no previous academic library experience)academic library experience)
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Findings:Findings: Current Experience Current Experience (cont’)(cont’)
1 mentee minority missed a lot of 1 mentee minority missed a lot of benefits of the program:benefits of the program: Not a good match; other dept.Not a good match; other dept. Majority of participants (4 mentees Majority of participants (4 mentees
and 3 mentors) ask for more and 3 mentors) ask for more information about the program, information about the program, mentor/mentee responsibilities, & mentor/mentee responsibilities, & clarification on a role of supervisorclarification on a role of supervisor
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FindingsFindings:: Perceptions on the Perceptions on the mutual roles and responsibilities mutual roles and responsibilities
Mentors see themselves as: Mentors see themselves as: active supporters, trustful advisors, active supporters, trustful advisors,
providers of useful information providers of useful information but not necessarily friends;but not necessarily friends; senior colleagues who offer senior colleagues who offer
emotional support (“ a friendly face emotional support (“ a friendly face in the confusing situation”)in the confusing situation”)
but not trainers but not trainers
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FindingsFindings: Perceptions on mutual : Perceptions on mutual roles and responsibilities roles and responsibilities (cont’)(cont’)
Mentor & Mentee did not Mentor & Mentee did not discussed their responsibilitiesdiscussed their responsibilities:: QQ: “: “Does your Mentee know about Does your Mentee know about
your responsibility as a Mentor?”your responsibility as a Mentor?” AA.: .: “No.”“No.” Q: Q: “What is your responsibilities as “What is your responsibilities as
a Mentor?”a Mentor?” AA. “To . “To be available. To answer be available. To answer
questions.”questions.”
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Perceptions on mutual roles Perceptions on mutual roles and responsibilities and responsibilities (cont’)(cont’)
Mentees did not have the Mentees did not have the opportunity to choose mentors opportunity to choose mentors
Some mentors were assigned Some mentors were assigned mentees without asking; others mentees without asking; others accepted mentees with no accepted mentees with no previous knowledge about a new previous knowledge about a new facultyfaculty
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Perceptions on mutual roles Perceptions on mutual roles and responsibilities and responsibilities (cont’)(cont’)
2004 Mentees 2004 Mentees expectations:expectations: A. “I did not think A. “I did not think
about it.”about it.” A. “Expected to A. “Expected to
become friendly; become friendly; to have lunch to have lunch together”together”
2006 Mentees 2006 Mentees expectations:expectations: A. “I expect to A. “I expect to
get assistance get assistance with research with research and serviceand service
to develop to develop professional professional relationship with relationship with my mentor,” etc.my mentor,” etc.
JCLC, Dallas, TX, October 11-15 2006JCLC, Dallas, TX, October 11-15 2006
The Next StepThe Next Step
What we are going to do for What we are going to do for the program improvementthe program improvement
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Discussion: Discussion: What Should Be ImprovedWhat Should Be Improved
With 2006 rev., we have a good With 2006 rev., we have a good policy. A program is successful. policy. A program is successful.
It changes gradually moving from It changes gradually moving from informal mentoring to formal one informal mentoring to formal one
The most important for the The most important for the longtime success is to longtime success is to find afind a BALANCE between formal and BALANCE between formal and informal mentoringinformal mentoring
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Informal vs Formal MentoringInformal vs Formal Mentoring
Less structuredLess structured Continue indefinitelyContinue indefinitely More like friendshipMore like friendship Based on chemistry Based on chemistry
and trust and trust No supervision No supervision
involvedinvolved No plans, or No plans, or
meetings, or meetings, or expectationsexpectations
StructuredStructured Limited by timeLimited by time Professional relat. Professional relat. Arranged by a third Arranged by a third
party party Monitored and Monitored and
controlledcontrolled Success depends Success depends
on mutual on mutual responsibilities & responsibilities & known expectations known expectations
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What Balance We WantWhat Balance We Want
Midsized library; 20 facultyMidsized library; 20 faculty FormalFormal enough to leave no any single enough to leave no any single
faculty behindfaculty behind Informal Informal enough to build a team of enough to build a team of
good colleagues and to develop good colleagues and to develop trustful healthy relationship in a librarytrustful healthy relationship in a library
SupervisedSupervised, controlled, & monitored , controlled, & monitored enough to pair the right people and to enough to pair the right people and to keep a program alivekeep a program alive
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What to doWhat to do
Develop an Develop an implementation implementation procedure procedure based on 2006 policybased on 2006 policy
Write Write Mentoring Program Mentoring Program ManualManual forfor Mentors, Mentees Mentors, Mentees and Supervisorsand Supervisors
Include there main Include there main definitionsdefinitions, , participants’ functions, participants’ functions, FAQFAQ, and , and samples of samples of documentationdocumentation
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What to do What to do (cont’)(cont’)
Clarify for all participants the important Clarify for all participants the important functions of Supervisors:functions of Supervisors: Matching mentoring “teams”Matching mentoring “teams” Monitoring, controlling, and intervening if Monitoring, controlling, and intervening if
requested by a mentor or a menteerequested by a mentor or a mentee Develop Develop Application FormApplication Form for a for a
mentor & mentor & Enrollment FormEnrollment Form for a for a mentee to help Supervisors to bring mentee to help Supervisors to bring together right peopletogether right people
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What to do What to do (cont’)(cont’)
Mentee-minorities:Mentee-minorities: talktalk to them about the program, to them about the program,
ask ask them about their needs them about their needs provide them with provide them with writtenwritten
materials and materials and official guidelines official guidelines offeroffer them regular schedule and them regular schedule and
mentors from their own mentors from their own departmentdepartment especially if they are especially if they are at their 1at their 1stst job after graduation job after graduation
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What to do What to do (cont’)(cont’)
Postpone the enrollment to a Postpone the enrollment to a mentoring program for mentoring program for one to one to three monthsthree months to let new faculty to let new faculty and their colleagues know each and their colleagues know each other better other better
Organize Organize training workshoptraining workshop for for mentors, mentees, and mentors, mentees, and supervisorssupervisors
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What to do What to do (cont’)(cont’)
Find the appropriate form for Find the appropriate form for exchange of mentoring exchange of mentoring experienceexperience between mentors between mentors (e.g. committee, business lunch, (e.g. committee, business lunch, meeting, wiki, blog, etc.)meeting, wiki, blog, etc.)
Focus on benefits of all Focus on benefits of all participants, including mentorsparticipants, including mentors
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ConclusionConclusion
““Mentorship is an investment”Mentorship is an investment” We expect that a Mentoring We expect that a Mentoring
Program will contribute to new Program will contribute to new faculty retention and help their faculty retention and help their integration into the libraryintegration into the library
We plan to interview each faculty We plan to interview each faculty completed the program and to completed the program and to use this information for the use this information for the program improvements.program improvements.
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Thanks!! Any Questions?Thanks!! Any Questions?
Developing an Effective Mentoring Developing an Effective Mentoring program program
Presented to the JCLC by Sha Li Zhang, Presented to the JCLC by Sha Li Zhang, Nancy Deyoe, and Susan MatveyevaNancy Deyoe, and Susan Matveyeva
Dallas, Texas, October 13, 2006Dallas, Texas, October 13, 2006