1. Promoting the Success of a New Academic Librarian Through a Formal Mentoring Program The State University of West Georgia Experience By Brian Kooy and Allyson Davis

2. 2 Our definition of mentoring Mentoring is a cooperative and nurturing relationship where one person (the mentor) invests time, know-how, and effort in enhancing another person’s professional growth, knowledge, and skills, in ways that prepare the Individual for greater productivity or achievement in the future.

3. 3 Developing the program Structure of the program Factors in the selection of a mentor Who should participate in the program Length of the program Roles of the participants Documentation and assessment of the program

4. 4 Informal programs Less structured Provide greater flexibility Allow participants to “find” each other Allow for a more casual relationship Have the potential to be less time consuming Allow mentoring to “just happen”

5. 5 Formal programs Are more structured Have a beginning and an end Have a method of no-fault termination Establish measurable goals and outcomes Develop a timeline to meet agreed upon goals Document Progress Develop a system to appraise the program

6. 6 Factors in the selection of a mentor Potential mentors should be identified All new librarians should be highly encouraged to participate New “experienced” librarians should be given the opportunity to participate Protégés should have the opportunity to seek a mentor on their own After a mentor is chosen, the mentor, protégé, and department head should meet

7. 7 What makes a good mentor? Supportive Patient People-Oriented A Good Motivator Respectful of Others An Effective Teacher A Good listener Self-Confident

8. 8 A good mentor also needs Desire Time Nurturing personality, but able to provide a reality check The ability to develop an individual career development plan

9. 9 Length of the relationship Long enough for protégé to grow Reasonable duration with clearly stated expectations Ultimately – length depends on the needs of your institution and participants

10. 10 Role of the mentor Teacher Coach Interpreter/Advisor Provider of interpersonal support

11. 11 Role of the mentor, cont. Provide practical answers Serve as a link to the Library faculty and staff Smooth the way Be a source of suggestions, advice, and information Offer insights about professional experiences.

12. 12 Responsibility of the protégé Be willing to learn Accept constructive feedback Identify short term and long range career goals and accept that those goals may change Provide open and honest communication and feedback to mentor

13. 13 Participate in mentoring process Do the appropriate “homework” for meetings Work to gain the skills, knowledge, and abilities to grow Be flexible in considering new options and way to approach a situation or task Take initiative to seek advice from mentor when needed

14. 14 Purpose of mentoring Explain how the organization works Identify perceived strengths and develop a plan to eliminate perceived deficiencies Share critical knowledge that would directly impact the successful completion of my job responsibilities Help build self-confidence Offer encouragement Increase the likelihood for retention and tenure.

15. 15 Building the relationship  Establishing a protected time when meetings will be held  Establishing where meetings will be held  Creating a connection – getting to know each other  Agreeing to confidentiality

16. 16 Building the relationship, cont.  Fostering an open dialogue  Ensuring the mentor offers support, “not” criticism  Nurturing self-sufficiency  Encourage problem solving

17. 17 Individual goals of the protégé Specific Directly related to the protégé’s job responsibilities Measurable Able to be accomplished within a specified time period.

18. 18 A few examples of goals Performance criteria (job description) Library policies and procedures Liaison duties Merit pay evaluation procedures Tenure / Promotion guidelines Teaching responsibilities Reference desk responsibilities Professional development

19. 19 Continue the partnership  Working toward the completion of goals.  Filling in the gaps  Building self-esteem  Evaluating each meeting

20. 20 Documenting the process Keep records Put goals in writing Fill out progress reports at intervals Include accounting of expenses Include narrative of program’s successes or failures

21. 21 Have a periodic checkup  Review progress  Review the Individual Career Development Plan  Ask questions

22. 22 Benefits of mentoring  Personal support  Psychological Support  Confidence Building  Valuable direction  Gaps filled in  Make Aware of Professional Development Opportunities

23. 23 Drawbacks of mentoring Time Keeping the Mentoring Relationship Professional

24. 24 Is a mentoring program right for you? Consider these facts: RETIREMENT: Based on 1990 Census data, almost 58 percent of professional librarians will reach the age of 65 between 2005 and 2019. In 1998, 57 percent of professional librarians were age 45 or older (July 2000 Monthly Labor Review). Based on a 2000 survey published by Library Journal, 40 percent of library directors said they would retire in nine years or less.

25. 25 Is a mentoring program right for you? Consider these facts: LIBRARY SCHOOLS AND GRADUATES: As of December 2000, there were 58 graduate programs in library and information studies in the United States and Canada accredited by the American Library Association. Every year since 1990, more than 4,000 persons received their master's degree from these programs.

26. 26 Advice on starting a program Design the program so that it fits the culture of your organization. Start early Establish and set clear goals Communicate the program’s goals to all participants Enlist the cooperation of the entire organization, including the administration.

27. 27 Advice on starting a program Develop a selection process for the mentor/protégé Be assured of the commitment of the mentors/protégé Give freedom (within established guidelines) to the mentor/protégé to assess and develop objectives based on the individual needs of the protégé. Permit withdrawal from the program Give the program a long-term test period Evaluate the program continually

28. 28 Mentoring in the Academic Library Questions? Presentation available online at: http://www.westga.edu/~library/depts/presentations/