Mentoring

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Mentoring

• The role of the Cilip mentor Richard Bareham

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Mentoring defined

• To help and support people to manage their own
  learning in order to maximise their potential,
  develop their skills, improve their performance
  and become the person they want to
  be. Parsloe 1992
• Mentoring includes coaching, counselling and
  networking. It is not necessary to dazzle the
  protégé with knowledge and experience. The
  mentor just has to provide encouragement by
  sharing his enthusiasm for his job.
• Clutterbuck 1991
• Learning by association with a relevant role
  model Biddy Fisher

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Mentoring Styles
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Role of the Mentor

• Role of the Mentor is to and
• listen
• question, find facts
• guide on career development
• pass on info knowledge
• offer diff perspectives
• offer support, encouragement
• take lead (initially)
• confront difficult issues
• celebrate success

• to encourage mentee to
• listen
• check their understanding
• share their thoughts
• review reflect on learning
• be open to new perspectives
• take resp. for own developmt.
• get the most from the relationship
• celebrate success

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Being a Mentor

• Key Skills
• Active Listening
• Questioning
• Giving Feedback

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Active Listening

• Do
• Prepare
• Listen
• Acknowledge
• Dont
• Ignore or play down feelings
• Listen too far ahead
• Forget to be aware of non-verbal messages

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Questioning

• Will your question
• Help the mentee explore their situation in more
  detail?
• Encourage the mentee to move from overall
  analysis to more detailed one?
• Help the mentee to increase personal awareness
  and responsibility?

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Question Types

• Awareness raising
• Reflective
• Justifying
• Hypothetical
• Probing
• Checking
• Avoid loaded, leading, trick and multiple
  questions

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Giving Feedback

• The fuel that drives improved performance
• Feedback
• gives info about how behaviour is perceived by
  others effect it has on them
• helps to learn by increasing awareness about what
  we are doing and how we are doing it
• greatly increases self-awareness
• helps monitor progress of LD

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Mentor Qualities

• Integrity
• Honesty
• Reliability
• Non-judgmental attitude
• Objectivity
• Seeing potential

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Perceptions What do you see?
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Being a Mentor

• Major Dangers
• own natural preferences
• bias
• giving advice suggestions to appear helpful
• thinking you can do it all
• allowing dependency to develop

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Mentors

• Enable
• Encourage
• Enthuse

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Why?

• The Mentor Scheme has one key purpose
• to support individual CILIP members through the
  Framework of Qualifications processes. The key
  outcome of all mentoring partnerships within the
  scheme will be the successful completion of a
  CILIP qualification.

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CILIP and mentoring

• For the purposes of the CILIP scheme
• mentoring is defined as
• supporting the professional development of
  others in the library and information sector in
  order to maximise their potential, develop their
  skills and develop the profession to meet the
  needs of service users now and in the future.
• YMLAC Mentoring Toolkit

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How to become a mentor

• Complete an application form see
  www.cilip.org.uk
• Undertake approved training within 6 months of
  registering
• or
• If you have already attended other mentor
  training, attend the afternoon of this programme

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Who Benefits
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How does a mentee find a mentor?

• Look on CILIP website
• E-mail mentor (with Mentee information form)
• Discuss needs/requirements
• If necessary/desirable exchange CVs
• Agree first meeting if both happy to accept
• If not acceptable mentee starts again

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Form available from http//www.cilip.org.uk/NR/rdo
nlyres/C5E47C5D-F4E1-40B6-92D0-F81A2F949139/0/Ment
eeinformationformHA.doc
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The Mentoring Agenda

• First Meeting
• establish expectations
• check what confidentiality means to each of you
• agree meetings schedule emergency contact
• determine boundaries
• decide how will you evaluate at the end of the
  process

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First meeting

• Ideally mentee should bring along
• CV
• Draft Development Plan (PPDP/PDP)
• Mentor Agreement form
• Registration form (if not already submitted)
• Mentee should
• Make action notes/record of meeting (for evidence
  in portfolio)

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The Mentoring Agreement

• Doesnt need to be very complex
• Consider objectives of the mentee - these will
  differ according to the needs of the mentee may
  include discussion, guidance, reading portfolio
  etc.
• Discuss contact information - how frequently are
  you happy for the mentee to contact you?
• Complete form and Mentee sends it in!

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Form can be found at http//www.cilip.org.uk/NR/r
donlyres/E6F36E72-A6E2-4F72-86AD-E39BF02A89EF/0/Me
ntoringAgreementHA.doc
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The Mentoring Agenda

• Future meetings - preparation for Mentee
• What do you want to discuss today?
• What successes/achievements have you experienced
  since the last meeting?
• What targets have you not met?
• What insights, conclusions, lessons have you
  noted?
• What challenges are you facing?
• At end note - What actions need taking before the
  next meeting?

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Development Plan(PPDP or PDP)

• Self-appraisal e.g. SWOT
• Colleague appraisals e.g. SWOT
• Assess goals
• What skills/knowledge/experience are needed to
  meet these goals?
• What is the gap between what you need and what
  you have now?
• Identify learning activities to help bridge gap

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PPDP
Personal Training Proposed
Anticipated Expected Actual Devl Need
Action Outcome Timescale


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PPDP Exercise

• In threes discuss the possible roles of a new
  entry professional in your library
• List 5 key areas in which they would require
  development in the first year
• What PERSONAL learning targets would they need to
  set to achieve that development level?

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PPDP Guidance

• The first PPDP is not submitted for approval
• The first version and the portfolio version will
  not be exactly the same
• The needs and outcomes should reflect personal
  growth not service development
• Objectives should be SMART!
• Development undertaken should link to Personal
  Statement
• Not just job specific can be wider
  management/reflective experience etc.
• Aim for approx 5 development areas

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Portfolios

• Read the Regulations!
• Critical items
• Contents table
• CV (annotated can be useful)
• PPDP (completed)
• Organisational Chart (where appropriate)
• Evidence of participation in Mentoring
• Scheme

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Evaluative Statement

• 1000 words
• Structured
• explains why material chosen - map
• includes outcomes of activity evaluation of how
  they have contributed to development
• cross referenced to evidence
• Executive Summary!

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Personal Statement Exercise

• Look at the sheets and identify the strengths and
  weaknesses of each section. Highlight how you
  might change them.

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Progressing to submission

• Encourage early draft of personal statement
• Encourage reflective / evaluative writing
• Remind candidate of the criteria!
• Ask them about the evidence they are collecting
• Ask for a draft contents page

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Remember the Criteria

• Chartership
• An ability to reflect critically on personal
  performance to evaluate service performance
• Active commitment to continuing professional
  development
• An ability to analyse personal and professional
  development and progression with reference to
  experiential and developmental activities
• Breadth of professional knowledge and
  understanding of the wider professional context

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Remember the Criteria

• Certification
• An ability to evaluate personal performance and
  service performance (Template)
• An understanding of the importance of Continuing
  Professional Development (PDP)
• An appreciation of the role and contribution of
  library and information services in the wider
  community (template)

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Selecting the Material

• Look at Assessment Form on website
• http//www.cilip.org.uk/NR/rdonlyres/9FB248B3-6579
  -4076-ACBE-65357CC45D88/0/MCLIPassess05.doc
• Quality not quantity
• Concentrate on last 2-3 years (use annotated CV
  as necessary)
• Evidence is to show development - include
  comparators as appropriate
• Labelled and showing criterion it meets
• And so what? Check everything for its purpose
  and what it is proving

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Evidence Matrix
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What if it isnt working?

• Discuss what the issues are and see if you can
  resolve them
• If either or both of you are not comfortable fill
  in the Mentor Completion form and evaluation
  forms and send them to CILIP
• Advise the mentee to seek another mentor this
  can be done through Margaret Chapman in QPD

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Ending the Mentor Process

• Review what has been delivered - expected and
  unexpected outcomes for both parties
• Review what has not been delivered
• Explore what is expected next - informal?
• Sign off forms mentee must include with
  Portfolio (Complete and submit evaluation form
  both Mentor and Mentee http//www.cilip.org.uk/NR
  /rdonlyres/F46B1E9B-B8A6-4B3F-9C9B-00CC82D69A25/0/
  CILIPmentorschemeevaluationformHA.doc
• Explore where the mentee may find support in
  other areas
• Stay in touch

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• Mentor completion form
• This form should accompany a portfolio submitted
  by candidates for
• Chartered Membership 2005 Regulations drawn up
  under Byelaw 11 Regulation 3.2

• Form can be found at
• http//www.cilip.org.uk/NR/rdonlyres/8AD178F7-C584
  -412C-8BBA-481208BFA309/0/MentorcompletionformHA.d
  oc

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After the Board has met

• Celebrate their Chartership!
• OR if they are not successful
• Read their feedback
• Link them with CSO
• If appropriate work with them on improvements
  needed
• Support and encourage them

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The Mentoring Checklist

• Check yourself against the questions
• Tick against each item you feel you meet
• Dont panic if you dont feel you have everything
  you need
• Think through what you might do to feel
  confident/improve any area- enter action(s)
• Fill in a Mentor Application form!

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Contact Details

• Carol Campbell-Hayes - 01629 585135
• carol.campbell-hayes_at_derbyshire.gov.uk
• CILIP
• Qualifications and Professional Development Dept
• quals_at_cilip.org.uk
• 020 7255 0613

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Any questions?