DOCUMENT RESUME IR 057 637 ED 438 812 Slattery, Charles; Walker, Stephen AUTHOR A Mentoring Program for New Academic Librarians. TITLE 1999-00-00 PUB DATE NOTE 15p. Descriptive (141) Reports PUB TYPE MF01/PC01 Plus Postage. EDRS PRICE *Academic Libraries; Higher Education; Individual DESCRIPTORS Characteristics; Interprofessional Relationship; *Librarians; Library Administration; Library Education; *Mentors; *Professional Development; Program Development Proteges IDENTIFIERS ABSTRACT Mentoring is of proven benefit to a variety of organizations, including academic libraries. A formal mentoring program for library faculty in a medium-sized academic library was created to take advantage of what is offered. Goals and objectives were established, the responsibilities of mentor, protege, and the professional stakeholders were explored, and a list of avenues for development was set out. A contract between the protege and the program formalized the commitment. This paper, describing the mentoring program, contains the following sections: (1) (3) characteristics and (2) goals and objectives; definitions; (4) responsibilities of the protege, the responsibilities of the mentor; library faculty, and the library management; and (5) building a successful mentoring program, including selection of mentors, procedures and rules, and (Contains 21 references the working relationship of the mentor and protege. and notes.) (MES) Reproductions supplied by EDRS are the best that can be made from the original document. ,- U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) :A MENTORING PROGRAM FOR NEW ACADEMIC LIBRARIANS This document has been reproduced as PERMISSION TO REPRODUCE AND received from the person or organization originating it. DISSEMINATE THIS MATERIAL HAS by BEEN GRANTED BY Minor changes have been made to improve reproduction quality. S. Walker Charles Slattery and Stephen Walker Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ZMentoring is of proven benefit to a variety of organizations, including academic libraries. 1 A formal mentoring program for library faculty in a medium-sized academic library was created to take advantage of what is offered. Goals and objectives were established, the responsibilities of mentor, protege, oo oo and the professional stakeholders were explored, and a list of avenues for development was set out. A contract" between the protege and the program formalized the commitment. A successful program goes beyond the cosmetic and brings renewal for all parties. Keywords: mentoring; academic libraries; college librarians Mentoring exists, in varying degrees and under various labels, in Whether formally conducted or, as numerous professions and occupations. informally practiced, mentoring flourishes a matter of common sense, within organizations that perceive a direct link between development of Support of employees and the well-being of the organization itself. employees is a key to success in this activity. Newcomers to academe can benefit from the kind of support that receives mentoring education higher Within mentoring provides. considerable discussion in terms of faculty growth and development, often within the broader framework of faculty responsibility and the relative the same time teaching skills and research. an At importance of and adaptability, increasing focus on the need for accountability, change is particularly relevant to one purpose of mentoring, tenure, in concert with which post-tenure review programs are being proposed. Yet, amid the uncertainty and gloomy scenarios there are some hopeful signs. The Magazine of Higher Learning, for example, An article in Change: r-] 2 BESTCOPYAVAILABLE points to a "developing revolution," a change in orientation that is "best indicated by a new enthusiasm for teaching and mentoring--what one (1). There appears might call the nurturing parts of the academic life" to be a renewal at work, and a reaffirmation of the natural place of mentoring within academe. An assignment carried out by the authors engages the hazards and the The project was to devise a comprehensive, opportunities presented. formal mentoring program for library faculty in a medium-size academic to be and objectives were delineated, Appropriate goals library. characteristics and responsibilities of all parties identified, and building blocks set in place for an effective mentoring program. Programs of this sort compensate academic librarians, who do not appear to enjoy a level playing field when it comes to their initiation scenario would be A worst-case inadequate profession. into the preparation in graduate school followed by a "sink-or-swim" atmosphere in With only one to two years to acculturate students, library a first job. schools underestimate their role in exposing incoming professionals to To the extent the academic community and its expectations for research. that they try to provide for their students a degree of "socialization" to the academic model, their efforts lack "the full mentoring structure evident in the graduate programs of many other disciplines" (2). Compared to their classroom-faculty peers, newly appointed academic librarians do support they should receive from not have the kind and degree of from benefit generally former a and The colleagues superiors. comparatively more comprehensive and systematic on-the-job acculturation What is needed is a focus on both the "organizational and process. campus culture,[in order to] help acculturate the new librarian to things (3). A well- academic beyond the immediate aspects of librarianship" 2 3 designed, effective mentoring program provides invaluable assistance to and disadvantages these overcoming new academic in librarians in fostering their integration into the academic model. DEFINITIONS formalized, represents Within academia mentoring generally a personal relationship between an experienced faculty member and a new, relationships inexperienced colleague. Although other mentoring are designed whereby established librarians work on their areas of weakness with a colleague, this paper will focu.s on what Stephen Atkins The mentor calls "the most common type of mentor-prodigy relation" (4). is a resource person and role model who guides the career of the protégé. A mentor's interest and responsibility are the professional welfare and The mentor provides "some practical development of the new colleague. serves as a link between professional questions," answers to (5) . . . the newcomer and the rest of the library faculty, and smooths the way through the diverse concerns and situations that a new faculty member might encounter. For the new employee this relationship has the potential to foster integration, satisfaction, and growth, and thereby to increase the likelihood for retention. Mentoring is one of several kinds of professional relationships The term that might be maintained by a new and an established employee. personal involvement mentor perhaps suggests more professional and Some prefer that personal involvement be than sponsor, guide, or coach. Joanne Colley and Connie de-emphasized in on-the-job relationships. Thorson report on one mentoring program that met acceptance only with the Apparently, the substitution of the term "sponsor" for "mentor" (6). 3 4 term "sponsor" carries with it a greater comfort level for some. It connotes a business orientation or at least a more formal connection, while injecting an element of distance into the relationship. Mentoring varies in degree of interaction and level of intensity. "primary" and "secondary" mentorship; L. Phillips distinguishes between . the former is characterized by a "personal interest" and the latter by a "more business-like interest" in the newer colleague (7). Martha Burruss- Ballard cautions that the mere assignment of mentors and proteges in formally constituted programs are not in themselves the answer; rather our ability to risk "the answer lies in the preparations we make, intimate relationships, and our desire to help one another" (8). A The depth of a relationship can be complicated by gender. colleague of the authors admitted his discomfort if required to mentor Atkins suggests that even though "gender someone of the opposite sex. has been a difficulty for mentoring in other professions, as men have in traditionally mentored men and women have mentored women . . librarianship this trend must be ended as talent is more important than artificial distinctions" (9). GOALS AND OBJECTIVES The effective mentor bears in mind that the protégé is likely to be but to higher education in new not only to academic librarianship, The practical goal of the mentor is to guide the protégé into general. becoming a valuable, contributing librarian who will be retained and Primary objectives include the development of the ultimately tenured. perceived correction of the and strengths perceived protégé's Strengths and deficiencies can be measured against deficiencies. 4 5 categories listed in the library's annual personnel evaluation form. development the of remains holistic Although goal a its ideal, professional, the practical, albeit indirect, consequence of mentoring is most apparent in the protégé's attainment of tenure or promotion. It is not only the protégé that reaps the benefits of a mentoring program. To the extent that assisting a younger colleague aids them in meeting "affiliation needs" (10), revitalization of mentor librarians in the late-career stage can result from their involvement in mentoring. The process of mentoring strengthens the mentor's professional skills in Moreover, since the same way that good teachers learn from their pupils. the practical outcome of effective mentoring is retention of qualified personnel, the organization necessarily benefits from this activity. CHARACTERISTICS AND RESPONSIBILITIES OF THE MENTOR Mentoring requires a balanced mix of many qualities and talents. Annalisa R. Van Avery states that criteria Must be clearly established mentors know exactly what is expected of them (11). so that prospective even daunting is a demanding, conscientiously practiced, Mentoring, A list of essential qualities includes the following: enterprise. Distinguished experience in academic librarianship as evidenced by a superior level of professional knowledge and accomplishment. This will be boosted by professional growth, record a of a familiarity both with the local institution and with academe in general, and a basic understanding of the responsibilities and The effective mentor is able to concerns of the classroom faculty. offer insights about professional experience that otherwise would 5 6 be unavailable to the protégé. An abundance of good will toward all colleagues and a particular new development and professional the welfare of interest in The effective mentor will strive, whenever possible, colleagues. to nurture the protégé's sense of self-worth and confidence. A willingness to give unselfishly of time and energy to assist new colleagues as they develop in such areas as academic librarianship, and scholarly activities, professional university service, research. sensitivity in poise, discretion, attributes Personal of and a sound ethical common sense, (or praising), criticizing Mentors must understand that they have been selected not compass. for the purpose of propagandizing or attempting to gain a disciple for their own personal philosophy, attitude, or clique, but rather to work with the protégé in support of the organization's shared ideals. Ability to maintain a relationship of mutual trust so that fruitful A key to the and counsel may take place. advice, discussion, systematic process effective, mentoring of success is of a form of communication from the mentor to the protégé the in constructive criticism and encouragement. Even if the meetings seem no more than excuses for chitchat they build an atmosphere of openness and good will, too often unsung work values. 6 7 Sharan Mentors may not play their various roles with equal comfort. the mentor is Merriam believes that "in education, friend, guide, Successful mentors must also counselor, but above all, a teacher" (12). be good listeners and may eventually be regarded by their protégés as The organization's mentoring guidelines must lay out role models. clearly the need for a sense of balance on the part of the effective mentor. RESPONSIBILITIES OF THE PROTÉGÉ By definition protégés are unfamiliar with the library organization and relatively untried. Yet, they are expected to perform their duties with the competence of veteran library faculty, to contribute freely and and exercise full voting fully to discussions at faculty meetings, At the same time, the give-and-take of the mentoring environment status. provides them a special opportunity to learn and grow. The protégé is responsible for fully engaging in the process. RESPONSIBILITIES OF THE LIBRARY FACULTY The protégé progresses best in a secure and nurturing environment, According to Van Avery, new one in which harmony and cooperation exist. colleagues generally have "anxieties about the ordeal before them, and A supportive and attention nurturing" appreciate they (13). do environment that is conducive to growth and development will only exist if librarians are actively engaged in creating and maintaining it. Atkins writes that leadership must come, not from library administration, but from the senior librarians, on whom the "responsibility" falls of assisting in the development of "younger librarians into leaders of the 7 8 profession" (14). Beginning library faculty who have little Support takes many forms. experience in the area of research and publication might be encouraged by their more senior colleagues to collaborate with them on papers. At senior colleagues should encourage new faculty to attend the least, associations. professional committees of on serve or conferences Discerning mentors facilitate these links between their protégés and their more established colleagues. RESPONSIBILITIES OF THE LIBRARY MANAGEMENT It is important that new academic librarians become acculturated as quickly as possible to the campus academic environment that forms the As is generally the case with classroom faculty, intellectual community. for such new library faculty must be allowed opportunities and support Working within the constraints of activities as travel and research. time, staff, and budget, library management must refrain from overloading junior members with a welter of duties and projects that serve to jeopardize their development and stifle their initiative. Before there can be meaningful discussion of implementing a mentoring program, a nucleus of senior faculty must be identified as having that broad range of appropriate skills necessary for effective lack an adequate To the extent that senior librarians mentoring. familiarity with the "fundamental aspects of their environment, they must For Phillips, who ties the value acquire such an understanding" (15) . increasing difficulty in recruiting of mentoring forecasts of to the "management of career development is becoming a qualified staff, level high of a Obviously, supervisory paramount skill" (16). 8 9 organizational commitment is essential. BUILDING A SUCCESSFUL MENTORING PROGRAM Establishing a mentoring program has the immediate effect of raising Colley reports that staff awareness about the importance of mentoring. participants in her school's mentoring program described it with such adjectives as "supportive," "reassuring" and "cordial," as well as an occasional "restrained" and "frustrating" (17). Based on the foregoing considerations, the authors presented their project. Getting the Right Fit Selection of Mentors: An important, indirect result of the overall mentoring program is the development of a library faculty that is able to serve effectively All tenured library faculty are eligible for in a mentoring capacity. consideration to serve as mentors, but they must also be worthy role The appointment of mentors models and have a commitment to the task. shall be made by the library's Dean, who may wish to consult with the The Dean should aim for the library faculty regarding the selection. best possible match of protégé with mentor. Procedures and Rules: The "Contract" During the job interview each candidate should be told of the library's mentoring program, which is to be voluntary but strongly (For those new library faculty members who come with one recommended. the Dean should library experience, or more years of professional 9 10