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Staff Resources

CUL Mentoring Program

The goal of the mentoring program is to assist the mentee in developing professionally. Therefore, the mentoring relationship should focus on achieving goals that have been identified by both parties.  At the same time, mentoring should also be flexible enough to adapt to changing needs as the relationship develops.

Process

The mentoring program is designed to last up to one year, but may be shortened if requested by the mentee.  The first three months will be considered a trial period.  At the end of that period, the mentoring relationship will be assessed in consultation with the program coordinator to determine if program and individual goals are being met and if the relationship is working for the mentee.  If either the mentor or the mentee feel that the relationship is not working satisfactorily, either party may request a change with the program coordinator after the trial period. At that time, the program coordinator will make every effort to find another mentor.  However, neither party should be made to feel such a request is a personal failure.

At the end of one year or the conclusion of the mentoring relationship, the mentee will meet with the program coordinator to determine if program goals have been achieved.  Under certain circumstances the mentoring relationship may be extended beyond a year, but only after agreement with the mentor, the program coordinator, and the mentee’s supervisor. The mentoring program will be evaluated by asking participants to complete an evaluation at the conclusion of the mentoring relationship. 

Unless warranted, mentors are only allowed to work with one mentee at a time.

All staff in the program (both mentors and mentees) should inform their direct supervisor of their involvement.  The mentoring relationship and other mentoring activities may take place at various times, but staff should be allowed full participation in the program during working hours.  At the same time, employees should be sensitive to assigned duties and coverage of public service areas when making appointments with their mentors or mentees.  The mentoring program coordinator will send a letter to the mentee’s supervisor notifying them of his/her official involvement in the program.  Any conflict over involvement in the program should be directed to the program coordinator.  Conflicts that cannot be resolved at that level should be taken, if necessary, to the Central University Librarian.

Expectations

Both mentor and mentee must agree to the confidentiality of their discussions. Honesty, openness, and trust are important to the success of a mentoring relationship.  Both mentor and mentee should be able to offer feedback to each other in order to make the relationship successful. Although negative feelings, complaints, and frustrations may come up occasionally, the mentoring relationship should not be viewed as a time for negative ventilation. Rather, the relationship should be based on constructive dialogue in which the goals of the mentee can be met. Mentors should be sensitive to the needs of mentees, and mentees should be willing to accept constructive feedback.  

Commitments

Mentoring within a formal program should allow for flexibility while at the same time providing some structure that develops and maintains a commitment to the relationship. To that end, the following time elements are suggestions that should be agreed upon by both the mentor and the mentee.  Meetings should be scheduled in advance rather than a casual "drop by when necessary" approach.  Mentees should be welcome to drop by at times, but scheduled appointments will usually result in a more constructive use of time.

  • Frequency of Meetings:    Once every two weeks, but at least once a month
  • Length of Sessions:  30 - 60 minutes
  • Times to Meet:   Sessions can take place at almost any agreed upon time - lunch, after work, during the work day, or a combination
Mentors and mentees can meet with the program coordinator throughout the year as needed.  In order to track the frequency of sessions, a "Mentoring Log" form should be submitted after each session.  This form is available on the CUL Mentoring Program web site.  Additionally, a "Meeting Notes" form is available for mentors to use for tracking the progress of goals and for noting any relevant information from each session.  This form is for use by mentors and is entirely optional.  Both mentors and mentees are also required to attend all orientation and/or training sessions and must complete an evaluation at the end of the year. 

Mentor Roles and Responsibilities

  • Serves as a resource and referral person 
  • Shares experiences and knowledge
  • Listener, coach, facilitator, confidant
  • Provide encouragement, support, and advise 
  • Helps mentee establish goals and explore career options when necessary
  • Open-minded and willing to serve
  • Able to assist with personal development when possible
  • Committed to helping mentee succeed within the organization
Mentee Roles and Responsibilities
  • Open to working with a mentor
  • Receptive to advice and counsel
  • Willingness to learn new skills
  • Committed to carrying out agreed upon  goals
  • Honest and open with mentor
  • Willing to take responsibility for their own learning
Criteria for Mentor Selection
  • Should be knowledgeable of the library and university community
  • Should be personable and pleasant, flexible, considerate and cognizant of the needs of a new staff member, and committed to meeting the needs of mentees and the mentoring program
  • Should have 2 or more years of experience at Central University Libraries
  • Should be at the same level of responsibility or above that of the mentee, but not in the same reporting line
  • Should be willing to meet the necessary time commitment of the program