INITIAL CAREER MENTORING
A GUIDE FOR MENTORS AND MENTEES
IntroDUction
Mentoring is a key developmental strategy
within the University’s Continual Professional
Development Framework and Leadership and
Management Development Framework.
It is recognised as a core aspect of the culture of the
University, where staff are encouraged to improve their own
performance and the performance of others.
This booklet has been developed to outline the support
provided by “Initial Career Mentors” to staff that are:
n
new to the University;
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moving into new roles (eg: secondment, or promotion etc);
n
returning from extended periods of absence (eg: Special
Studies Program; maternity leave, etc).
It forms part of a range of support resources offered to staff
within the Induction and Development Program and it also
complements the probation and appointment processes for
staff.
If you have any further questions regarding mentoring, please
refer to the Mentoring @ CSU website http://www.csu.edu.au/
division/humres/services/sd/career/mentoring.htm or contact
the Organisational Development Team on (02) 6933 4106.
CONTENTS
Initial Career Mentoring _ __________________________ 1
Purpose of Initial Career Mentoring_____________ 1
How does the mentor selection happen?_________ 1
What are the learning needs of the mentee? _ ____ 1
What Can Mentors Do?____________________________ 2
Structuring the Relationship_ _______________________ 4
initial career mentoring
Purpose of InitiaL Career Mentoring
The Initial Career Mentor aims to provide support and
encouragement to staff in new roles, to enable them to
develop role skills and effective working relationships and to
work towards performance expectations in their current roles.
How does the mentor seLection happen?
When planning the Induction and Development Program for
staff in new roles, the Head of School or Manager will identify
a person (usually in the same work area or school) who:
n
has a greater experience and knowledge of CSU;
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has good interpersonal skills;
n
i
s able to share knowledge, professional and personal skills
and experiences;
n
w
ill encourage the development of the new employee as a
valued member of the workplace;
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can give honest and constructive advice; and
n
maintains confidentiality.
The Head of School or Manager will ask the mentor to meet
with the new staff member on the first day in their new role.
The mentor has a checklist within the Induction and
Development Program that will help guide the early
discussions with the mentee.
What are the Learning needs of the
mentee?
When a staff member moves into a new role, their learning
needs are at a peak as they struggle to understand what is
expected of them. This often leads to high stress levels for the
individual who has many learning needs at this time, including:
n
l
earning about the organisation – its mission, strategies,
objectives, values and policies;
n
l
earning to function in the workgroup –understanding its
culture, values and roles, and developing working
relationships and networks; and
n
l
earning how to perform – developing the skills and
knowledge for the job.
In this stage they will actively seek information, guidance and
advice in relation to their professional development, and then
act on this advice, using their preferred personal learning
strategies.
The combination of a structured Induction and Development
Program (to guide skill development) and an Initial Career
Mentor (to provide support and advice) can reduce ambiguity
and stress for the mentee. This can also lead to a growing
satisfaction with and commitment to their new role and the
University.
WHat can mentors Do?
Initial Career Mentoring is not just a one-way
process of imparting critical information to staff
in new roles. It is a developmental process that is
tailored to suit the needs of the individual mentee.
Whilst no process will totally address the stresses involved
in entering an unfamiliar work environment, or manage the
emotional impact of adjustment to a new work schedule,
mentors can offer some assistance which may help avoid
role overload, role conflict and role ambiguity. Some
appropriate interventions mentors can suggest or facilitate
are shown below.
Tips for Mentors
n
U
se the Induction Checklist 4: “Day 1 Welcome Activities”
to guide the first meeting with the mentee.
n
A
ctively participate in the School/Section welcoming
activities for the mentee – don’t just introduce the person
around, but make them feel welcome and valued.
n
B
e inclusive of the mentee in your work practices – e.g.
invite the mentee to relevant meetings you are attending,
draw their attention to important messages, emails or
activities that are occurring.
n
L
ink the mentee to people and resources which will assist
them to develop knowledge of the University – its people,
processes and policies.
n
E
ncourage membership of teams, attendance at meetings,
and the benefits of developing networks.
n
In discussions with the mentee, expose them to the larger
picture of the section, school, Division/Faculty.
n
M
ake regular opportunities to ask questions and discuss
progress – not just about tasks but about comfort,
belonging, stress levels and so on. (Role conflict is
common when learning a new job, balancing work and
social tensions associated with moving to a new city, and/or
creating a new sense of professionalism).
n
A
ssure mentees that is it “normal” to feel a bit stressed in a
new role and discuss coping behaviours. (Take note of any
“dis-stress” and take immediate action to address this – e.
g. talk with the Manager/Head of School, offer the
Employee Assistance Program contact number.
Phase 1 - settLing-in needs
Early in the mentoring relationship the mentee’s learning
needs may be to seek information so they feel they can
master the environment. Often this is focused on trying to
make connections between the information they have been
given. At this stage mentees will benefit from an interactive
learning process that encourages information-seeking by
providing:
n
h
elp in forming accurate expectations about the
organisation;
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clear information on expectations, roles, norms, and values;
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assistance in developing knowledge, skills and attitudes;
n
a
ssistance in interpreting organisational events – from
insiders who are genuinely willing to share knowledge and
judgements; and
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e
ncouragement in experimenting in the information-seeking
and knowledge development process.
Phase 2 - MoVing forward
Once the mentee starts to settle into their role, their needs
will change as they become less focused on “information
acquisition” for survival. The mentee may now be more
concerned with developing self-identity in the workplace
and recognition that they are mastering tasks. In this stage
they may require encouragement to examine and develop
their professional and personal learning needs.
Mentoring academic staff during the
earLY probation period
Often the mentor will be asked by the mentee how to prepare
for the first probationary review. The mentor can assist by:
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talking about their experiences and providing guidance to
the mentee about the developmental, supportive process;
n
o
ffering advice on how to prepare probationary
documentation;
n
i
f requested, reading and offering comments on the draft
probationary documentation or referring to another staff
member who would be able to undertake this role.
Tips for Mentors
Meet regularly to:
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p
rovide advice on how to collect evidence or gain
feedback, so the mentee can assess their progress
towards their goals and expectations;
n
d
iscuss the range of CSU developmental opportunities
available and how these can help prepare for future
work responsibility and increasing capacity to perform in
their current job;
n
act as a sounding board to discuss ideas;
n
A
ssist the mentee to reflect on their satisfaction with
their progress by posing probing questions, e.g. How do
you feel about your progress? What are you most
satisfied with? What would you like to change?
The mentor may be asked by the mentee and/or Head of
School to meet with the Probationary Review Panel to provide
a summary of how they have supported the staff member.
They may also be asked to be a member of the Probationary
Review Panel. In doing so, the mentor must be aware of
maintaining confidentiality and their responses should offer
accurate, factual comments that do not breach any
confidences from the mentoring relationship.
StrUctUring tHe relationsHip
Initial Career Mentoring is often an informal,
loosely structured relationship.
However, both the mentee and mentor should discuss and
agree on the boundaries and expectations of the mentoring
relationship:
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W
hat goals are to be achieved?
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H
ow often to meet, e.g. on a regular basis or as issues
arise?
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C
an the mentee approach the mentor outside these set
times?
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H
ow they prefer to work together.
In setting goals it is important that the mentor remain aware of
the demands imposed on the new staff member (both
internally and externally). Mentors can provide advice and
guidance to find a balance between what the mentee “needs
to know and do”, what they “want to know and do”, and how
much they can actually assimilate during this steep learning
process. Information overload is not a uncommon at this point
in the person’s career.
FreQuencY of meetings
This is up to the mentor and mentee to decide. During the first
two weeks it may be fairly regularly, and then the frequency
will decrease. Some mentoring programs suggest that faceto-face meetings every 2-3 weeks is recommended to
establish the relationship.
How Long wiLL “InitiaL Career Mentoring”
Last?
There is no set period for the Initial Career Mentoring
relationship. The relationship will “wind down” as the mentee
feels more comfortable in their role. This may be as little as 3
months, or it may continue for 6 or even 12 months.
At this point the mentor may assist the mentee to find a new
mentor as they move onto the next stage of their career.
However, it is the choice and responsibility of individual staff to
pursue a range of mentoring and support relationships that
they believe will be of benefit to assist them in their current
roles and future careers.
In most cases the mentor/mentee relationship will work, but
sometimes it doesn’t. If either party feels it isn’t working, this
should be taken up with the mentee’s Head of School or
Manager to discuss alternate options.
References
Ashford, B.E. & Sacks, A.M. 1996, Socialization tactics:
Longitudinal effects on newcomer adjustment. Academy of
Management Journal, 39, pp.149-178.
DeSimone, R.L., Werner, J.M. & Harris, D.M. 2002, Employee
Orientation in Human resource development, 3rd edn.
Harcourt, Forth Worth, pp. 279-318.
de Vries, J. (ed), 2005, More than the Sum of its Parts: 10
years of the Leadership Development for Women Programme,
The University of Western Australia, Perth.
Feldman, D.C. 1984, The development and enforcement of
norms. Academy of Management Review, 9, pp.47-53
Fisher, C.D. 1986, Organizational socialization: An integrative
review. In K.Rowland & G Ferris (eds.), Research in personnel
and human resources management. (Vol 4), JAI Press,
Greenwich, CT, pp. 101-145.
Office of the Director of Equal Opportunity in Public
Employment, 2004, Mentoring made easy: A practical guide
2nd edn, NSW Government, Sydney.
Van Maanen, J. & Schein, E.H. 1979, Toward a theory of
organizational socialization. In B.Staw (ed.), Research in
organizational behaviour, JAI Press, Greenwich, CT, pp. 209264.
This document is intended as a general guide.
Information in this document is current as at February 2006.
Published by: Organisational Development, Division of
Human Resources, CSU.
The Commonwealth Register of Institutions and Courses for Overseas Students
(CRICOS) Provider Number is 00005F for Charles Sturt University and the Charles
Sturt University Language Centre.
© Charles Sturt University 2006
www.csu.edu.au