A Model for Faculty Mentoring

8/7/2019 A Model for Faculty Mentoring

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It is NOT precepting, coaching, supervising,facilitating or teaching

Mentoring involves a voluntary, mutually

beneficial and usually long-termprofessional relationship. In this relationship,one person is an experienced andknowledgeable leader (mentor) who

supports the maturation of a less-experienced person with potential(mentee)

Can be either a Informal or Formal process


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F

or mentees

Career-related benefits

Sponsorship

Protection

Exposure & visibility Challenging assignments/skill

building/knowledge transfer

Psychosocial benefits

Role modeling

Friendship

Acceptance & confirmation

Counseling

F

or mentors

Instrumental benefits

Learning/exposure to newideas & techniques

Recognition by others Networking opportunity

Relational benefits

Rewarding experience

Loyal support

Psychological generativity


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Increases productivity and commitmentamong the faculty

Builds and sustains a culture of support for

faculty as they pursue careeradvancement

Encourages collegiality within and acrossdisciplines

Increases collaboration among colleagues Reinforces the effort and investment put

into recruiting new colleagues

Reduces faculty turnover


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470 nursing schools June 2009 there were 422,978 students

enrolled in Nursing

152 of the470

schools have belowaverage number of nursing boardpassers


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T take on phase

E

engagement phase

A- achievement phase

M-

maintenance phase


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Appropriate mentors and

mentees within the nursingschool are assigned

Focus: Role Adjustment


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Mentees

Development

Mentors Role

Roleadjustment

Skills

development

Learn Job tasks

Developsdecision

Making Skills

InspirerModel

Supporter

Teacher

Department

Heads Role

Deans Role

Matching the

mentors andmentees

Facilitate

trainings

Discusses and

illustrates thementorship

model's goals,

objectives and

stages

orientation

Develop

training plan


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Begin to establish and

agree on morecomprehensive goals

Focus: Establishment ofgoals


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Mentees

Development

Mentors Role

Clearer role

expectations

More

independent in

performing

tasks

Able to solveproblems

May orient

newer nurses

Supporter

Feedback-

giver

Problem-

Solver

Energizer

Idea- Bouncer

Department

Heads Role

Deans Role

Ensures the pair

understands the

commitmentReviews

learning plan

Assist pairings

who experiencedifficulty

Reassignment

of matches

Intervenes if

necessary when

conflict occurs


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The mentor and mentee work

diligently towards theirestablished goals.

Focus: Professional

Development


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Mentees

Development

Mentors Role

Seeks increasedresponsibilities

Independent in

role

May need

another mentor

InvestorStandard-

prodder

Door opener

Department

Heads Role

Deans Role

Mentorship

initiativeevaluation

Liaising with

humanresources and

senior

administration

on outcomesof the

mentorship

initiative


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The mentee is self-sufficient

and integrated into theculture of the organization

Focus: Partnership and

Collaboration


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Mentees

Development

Mentors Role

Professionally

mature

Finds identity inarea

Asks more

complex

questions

Pursues advancedegree or higher

position

Becomes a

mentor

Investor

Standard-

prodderDoor-opener

Career

counselor

Challenger

Eye-opener

Department

Heads Role

Deans Role

Assists the

mentor ormentee to move

onto other

relationships

Updates

profiles androster of

mentors and

mentees

Coordinated

mentorshiprecognition

activities

Evaluation


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Identify purpose of program Develop mission statement Set specific program goals

Align with department culture Integrate with other existing programse.g., other developmental opportunities for

junior faculty (e.g., grantsmanship, junior

faculty roundtables)e.g., other developmental opportunities forsenior faculty (e.g., preparation foradministrative roles, leadership development)


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Identify champions & key supporters

Develop communication strategy

Identify target population

Identify & secure resources

Find a home for the program


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Recruit/identify potential mentors

Recruit/identify potential protgs

Identify participation requirements

Determine program timeline & guidelinesfor interaction

Identify matching method (seehandouts)

Provide training for mentors & protgs


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Determine strategies for providing on-going support to protgs

Determine strategies for providing on-

going support to mentors

Develop methods to monitor program

(mechanism, frequency, responsibility) Identify evaluation criteria


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Program evaluation is essential,especially in early stages

What to measureHow to measure

When to measure

Evaluation criteria must link back toprogram goals & objectives

Eby (2010 )University of Georgia


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Relationship problems

Both mentors & protgs report problems

Most common problems for protgs: mentorneglect, mismatches, lack of mentor expertise

Most common problems for mentors: protgunwillingness to learn, mismatches, subtleconflicts, jealousy/submissiveness

Problems associated with strain reactions,negative work attitudes

Eby et al. (2004, 2008), Eby & McManus (2003), Eby & Allen (2002)


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Voluntary participation by both mentor &protg

Contracting Training for both mentor & protg Trial period with mentor (escape strategy) Back-up mentor

Accountability systems (e.g., periodic checkins)Allen, Eby, & Lentz (2006), Eby & Lockwood (2005); Finkelstein & Poteet (2007);Ragins et al. (2000)


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Mentoring

It occurs outside of a line manager-

employee relationship, at the mutualconsent of a mentor and mentee.

It is career-focused or focused onprofessional development that may beoutside a mentee's area of work.

Relationships are personal--

a mentorprovides both professional and personalsupport.

Relationships may be initiated bymentors or created through matchesinitiated by the organization.

Relationships cross job boundaries. Relationships last for a specific period of

time (nine months to a year) in a formalprogram, at which point the pair maycontinue in an informal mentoringrelationship.

Coaching Managers coach their staff

as a required part of the job. Coaching takes place

within the confines of aformal manager-employeerelationship.

The focus is to developindividuals within their

current job. The interest of the

relationship is functional,arising out of the need forindividuals to perform thetasks required to the best oftheir ability.

Managers tend to initiateand drive the relationship. The relationship is finite,

ending when an individualhas learned what the coachis teaching.


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A Model for Faculty Mentoring

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