Mentoring

Policy Number: 5.80.19
Policy Name: Mentoring Policy
Contact Officer: Manager/ Staff Development Coordinator
Date Approved by Senate: 25/11/2004
Date of Next Review: 25/11/2007
Related Policies: 5.80.1, 5.70.1, 5.70.15, 5.30.3

Overview

1.1 This policy provides a standard definition for and a consistent approach to mentoring for academic and general staff across The University of Queensland. Mentoring is defined as a private, non-reporting relationship that is a valued element in the array of staff development methods. Responsibilities for performance management are distinguished from those of mentoring relationships. Attention is drawn to existing policies on conduct and equity that must be observed within individual relationships and in program design. Principles of best practice for program design are provided. The University Staff Development Committee will provide training, communication and guideline support at central level for local programs within organisation units. Organisation units are responsible for design, implementation and evaluation of their own programs.

1.2 Traditionally, mentoring has been understood as a more senior person guiding and sponsoring a more junior person. While many existing mentoring arrangements reflect good practice, mentoring has the potential to serve a variety of functions in the context of the University's current strategic objectives. The traditional model does not fully cover the diversity of needs at the University where mentoring will focus primarily but not exclusively on staff induction, career mentoring and equity support.

 
1.3 The role and responsibility of heads of organisation units and supervisors with respect to staff development and performance management is in no way diminished by application of this policy.

Description

2. Aims and objectives

2.1 The purpose of this policy is to provide a common framework, based on best practice principles, to support and inform the design of new, and the continuing development of existing, mentoring arrangements at The University of Queensland.

2.2 The specific objectives of the policy are to:

• emphasise that mentoring is a relationship that is entered into and developed voluntarily and is not a process to be imposed,
• explicitly recognise mentoring as a valuable and valued element of the staff development framework described in Policy 5.80.1 Staff Development,
• ensure that mentoring, particularly in support of individual development and career advancement, is neither confused with nor substituted for supervisory responsibilities arising from the performance appraisal system,
• establish that mentoring relationships in whatever form are governed by existing policies on quality, equal opportunity, inclusiveness, code of conduct and privacy,
• support and encourage the growth of more strategically managed mentoring activities within individual organisational units and across the University as a whole.

2.3 There is no intention to impose arrangements in organisational units where there is no requirement or to disturb existing arrangements that are functioning well. It is expected that heads of organisation units will review the mentoring needs of their staff as part of their annual strategic planning process.

3. The mentoring relationship

3.1 In arranged mentoring relationships, the concept varies according to the context and purpose of establishing those relationships. Mentoring is commonly used as a method of transferring specific skills, knowledge and norms to staff as a component in induction, professional development and diversity management programs. In a staff development framework that emphasises self-managed learning, best practice indicates the need for mentoring that encourages mutual learning within the relationship as well as the desire for development in support of organisational goals.

3.2 The University of Queensland supports a view of mentoring as a private and non-reporting relationship that:

• disturbs none of the organisational structures in place,
• enables developments in knowledge, work or thinking,
• involves a non-directive dialogue rather than instructing and coaching and
• is additional to other forms of assistance.

3.3 Dependent upon the context and purpose of any mentoring program some variability in the mentor role might be expected. However fundamental principles will include:

• acting as a sounding board and confidante,
• listening and facilitating,
• sharing expertise and experience,
• providing information on further professional contacts as appropriate,
• providing guidance to the mentoree on negotiating the agenda for discussions within the relationship.

3.4 The role of the mentoree might also be expected to vary depending on the context and purpose of the mentoring program but will, in principle, include:

• taking responsibility for identifying and achieving their own development goals,
• initiating meetings with the mentor, managing meeting dates and times and negotiating the agenda for discussions within the relationship,
• listening, clarifying, reflecting back and discussing,
• sharing expertise and experience.

4. Recognition of mentoring as a valued element in staff development

4.1 It is expected as a normal part of the duties and responsibilities of all staff that those with greater experience freely provide appropriate support and guidance to less experienced colleagues on request and particularly in regard to the institutional knowledge required in order to perform their duties effectively.

4.2 Heads of organisation units and supervisors are encouraged to specifically recognise the value of mentoring skills by:

• planning for staff, who act or will act as mentors, to participate in appropriate training and receive adequate support as and when required,
• taking account of the workload implications when planning the contributions of individuals as mentors or as mentoring program coordinators,
• acknowledging significant individual contributions and good practice as a mentor as a component of service in performance reviews for staff including the Academic Portfolio of achievement for academic staff.

5. Relationship of mentoring to staff appraisal and performance management

5.1 Heads of organisation units and supervisors have responsibility to organise tasks and work processes, define roles and priorities, provide appraisal and a development plan and a research plan (as appropriate), and address performance related issues in order to meet the University's objectives. Additionally they have an important role as well as responsibility for nurturing the staff reporting to them. It is appropriate that this includes engaging in activities traditionally associated with mentoring such as coaching, training and guiding.  See Policy 5.70.1 Staff Appraisal and Policy 5.70.15 Annual Review for Academic Staff.

5.2 Key characteristics distinguishing the role of a mentor from that of a supervisor are that:

• the mentor has no supervisory responsibility or authority over the mentoree,
• mentors have no role in dealing with issues of non-compliance or under-performance,
• the mentoring relationship provides a confidential, non-judgemental and non-directive environment,
• the parties to a mentoring relationship are equal within and share responsibility for the relationship,
• mutual learning is an integral aspect of the mentoring relationship,
• the overall developmental needs of the mentoree are the main focus within the mentoring relationship.

5.3 Heads and supervisors should participate in the discussion and decision to arrange a mentoring relationship for a staff member reporting to them. They have a responsibility to keep themselves informed of staff development needs as well as the availability of appropriate support mechanisms, including formal or informal mentoring arrangements, and to transmit that information to staff.

5.4 Specific development outcomes from or issues identified within the mentoring relationship may be fed into the annual review process if requested by the mentoree and agreed to by the mentor. Supervisors, however, have no direct role in the relationship and should not expect to receive information that is confidential to the relationship.

6. Code of conduct, equity and confidentiality

6.1 The following policies apply to formal programs as well as informal mentoring relationships:

• 1.50.1 Code of Conduct
• 1.50.4 Personal relationships in the workplace
• 1.60.2 Privacy Management
• 1.70.1 Equal opportunity, affirmative action and the Status of Women
• 1.70.2 Management of Sexual Harassment Grievances
• 1.70.3 Racism
• 1.70.6 Discrimination and Harassment
• 1.70.8 University Disability Policy

6.2 There is equal responsibility on both the mentor and the mentoree for ensuring that the mentoring relationship is conducted within the bounds of these policies.

6.3 Both the mentor and mentoree have a duty to observe the confidential nature of the relationship and the dialogue arising within it.

7. Principles of best practice in mentoring arrangements

7.1 New and existing mentoring programs, whether formal or informal, should review their design against the following principles:

• Ensure that information about the program is equally available to all staff in the organisational unit or units covered by the program.
• Provide a clear statement of objectives for the program based on identified staff and organisational needs.
• Recruit a program sponsor who can deliver adequate resources and influence internal arrangements and strategies to ensure that the objectives are achievable.
• Make clear statements on the roles of and expectations for all parties.
• Encourage voluntary participation by both mentors and mentorees. This does not preclude prior identification of potential participants.
• Base mentor selection on a list of skills that are consistent with the program's objectives.
• Give mentorees clear instructions on their responsibilities in the relationship and require them to prepare a statement of their development objectives.
• Provide the opportunity for any participant to request a change in mentoring partner or to withdraw from the program without recrimination.
• Make adequate training and other support available for all participants, including the coordinator of the mentoring program and the supervisors of mentorees where appropriate.
• Design on-going evaluation into the program prior to implementation.

8 Implementation

8.1. A central mentoring coordination point will be established by the University Staff Development Committee to provide support to local programs. This will:

• make available appropriate training modules and other educational resources,
• coordinate a communication strategy to promote a consistent approach to mentoring throughout the University,
• establish a web-page within the Staff development site to support equitable access to information and resources,
• maintain a register of programs,
• develop a register of potential mentors to cover needs not met by individual organisational units,
• evaluate current mentoring practice on a regular basis,
• provide implementation guidelines, up-dating these when indicated by the evaluation results.

8.2 Organisation units will have responsibility for local program design, implementation and evaluation. Advice on developing and implementing mentoring programs is contained in Guidelines for implementing mentoring programs. There is no prescription as to which model should be selected since this will depend substantially on the local context and purpose for establishing the program. Small units that wish to provide mentoring support to staff but lack adequate resources could seek to establish a joint or pooling program with another or several other units.