jclc, dallas, tx, october 11-15 2006 developing an effective mentoring program sha li zhang...

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

10/13/200610/13/2006 Zhang, Deyoe, Matveyeva, JCLC, Dallas, TX Zhang, Deyoe, Matveyeva, JCLC, Dallas, TX 22

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

http://www.ala.org/ala/olos/jointconferenceoflibrariansofcolor/jclc2006.htm

http://www.uncg.edu/

http://images.google.com/imgres?imgurl=http://wichita.stateuniversity.com/images/Wichita%2520State%2520University.jpg&imgrefurl=http://wichita.stateuniversity.com/&h=160&w=200&sz=12&hl=en&start=4&tbnid=VHh_tX2GpuDzqM:&tbnh=83&tbnw=104&prev=/images%3Fq%3Dwichita%2Bstate%2Buniversity%26svnum%3D10%26hl%3Den%26lr%3D%26sa%3DG


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





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





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





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





Mentoring TechniquesMentoring Techniques

Setting goals Clarifying situations Understanding other people’s

behavior Dealing with road blocks Building wide networks of

support, influence, and learning





Case StudyCase Study

Wichita State University Wichita State University Libraries Mentoring Program Libraries Mentoring Program

DevelopmentDevelopment


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





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





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





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





Seeking Seeking FeedbackFeedback

Interviews with participantsInterviews with participants


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





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





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





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





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





FindingsFindings

What we learned from the What we learned from the program participantsprogram participants


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





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





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





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






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.






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)






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





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





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.”





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





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.





The Next StepThe Next Step

What we are going to do for What we are going to do for the program improvementthe program improvement


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





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





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





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





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






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






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






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





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.





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




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