Resources
 | Developing a Mentoring Program |  |
The Ad Hoc Advocacy Subcommittee on Mentoring/Professional Development reviewed selected resources on mentor programs in academic libraries to explore developing a state-wide mentoring program. The following includes (1) the principal themes that appeared in the literature; (2) two websites of model programs; and (3) a four-question survey gauging interest in developing a mentoring program for Iowa academic librarians.
Principal Themes in the Library Literature on Mentoring
Recruiting mentors and protégés. While various modes of recruiting were described (e.g., listservs, newsletters, websites, direct solicitation, etc.), much of the literature noted the importance of stressing the benefits that the mentor as well as the protégé would gain from a mentoring partnership when recruiting (Henderson, 1996; Ritchie & McSwiney, 1999; Brice et al., 2002)—see the model program websites listed below for more specifics.
Establishing communication practices. Establishing who should initiate communication between the mentor and protégé(s), how often the mentor and protégé(s) will communicate, what will be the most effective mode(s) of communication (face-to-face, phone, email, discussion boards, etc.) were mentioned in the literature as important first steps (Earl, et al., 2004).
Matching of mentors and protégés. Generally, mentors and protégés are matched according to common interests and/or a protégés expressing a desire to work with a particular person (Hale, 1992; Echavarria, et al., 1995; Ritchie & McSwiney 1999). Some advised not matching protégés with mentors that also served as direct supervisors, as this might hinder open communication (Hale, 1992).
Choosing a mentoring model. The literature discussed various mentoring program models. Some models were more informal in structure, including a “protégé-initiated” model described by Fiegen (2002), wherein the “protégé” personally designs his/her own mentoring program that delineates goals/areas where s/he may benefit from mentorship, identifies potential mentors, and establishes an action plan. Some more formal models included a series of mentoring sessions discussed by Martorana et al. (2004), the content of which is available at http://www.library.ucsb.edu/lauc/mentorseries.html, group mentoring (Echavarria et al., 1995; Keyse et al., 2003; Ritchie & McSwiney, 1999) and peer mentoring models (Ritchie & McSwiney, 1999; Mavrinac, 2005). A key advantage presented of a cross-institutional mentoring program was that this model allowed discussion of problems that might be taboo or politically problematic to voice to an on-site mentor (Echavarria et al., 1995).
Setting the goals/objectives of program and training/orientation of mentors/protégés. Much of the literature stressed the importance of adequate training/orientation for mentors and protégés, wherein guidelines, expectations, roles, and goals of mentoring partnership, level of time commitment, a plan of action for meeting those goals, and a system of monitoring/evaluating whether goals were met are clearly delineated (Earl et al., 2004; Jones-Quartey, 2000; Echavarria et al., 1995; Brice et al., 2002; Kuyper-Rushing, 2001; Ritchie & McSwiney, 1999). Of particular interest is Kuyper-Rushing’s (2001) description of the guidelines for the program and the mentoring workshop led by the Program Manager for the Association of Research Libraries’ Office of Leadership and Management Services.
Model Mentor Programs sponsored by Professional Associations:
The following programs might serve as models for developing a state-wide mentoring program for Iowa academic librarians:
Australian Library and Information Association (ALIA) Information Kit for Mentoring Partnerships: http://alia.org.au/groups/mentoringwa/information.kit.html
This “information kit” includes the following: (1) the program’s vision and mission (2) guidelines for mentoring relationships; (3) benefits and outcomes of mentoring; (4) a description of the seven-stage mentoring process; (5) NICE (needs, interests, concerns, expectations) analysis completed by “mentorees” for matching with mentors; (6) FAQ's about mentoring; (7) an essay extolling the benefit of the mentoring partnership; and (8) an annotated reading list on mentoring.
Minnesota Library Association Mentorship Program: http://www.mnlibraryassociation.org/Mentorship/Mentorship%20Program%20Home.htm
The MLA program is open to new librarians, library science students, and those contemplating entering the field of library science. The site describes the roles and responsibilities of mentor/”mentee”, the benefits both gain from the mentoring relationship, and provides web applications for the program.
Please complete the following four-question survey aimed at gauging interest in developing a mentoring program.
https://survey.uiowa.edu/wsb.dll/158/ila_acrl_mentor.htm
References
Australian Library and Information Association (ALIA). (2005, January). Information kit for mentoring partnerships. Retrieved June 26, 2006, from http://alia.org.au/groups/mentoringwa/information.kit.html
Brice, A., Brown, C., Hickman, M., & Thorburn, L. (2002). HeLIN pilot mentoring scheme. Library Trends, 50(4), 651-663.
Earl, M. F., Mack, T., & Southern, J. (2004). Mentoring at a distance: Successful matching of experienced librarians with school of information sciences students via electronic and traditional means. Technical Services Quarterly, 21(3), 53-63.
Echavarria, T., Newsome, K. L., Peters, T. A., & Wentz, D. (1995). Encouraging research through electronic mentoring. A case study. College & Research Libraries, 56(4), 352-361.
Fiegen, A. M. (2002). Mentoring and academic librarians: Personally designed for results. College & Undergraduate Libraries, 9(1), 23-32.
Hale, C. E. (1992). A mentoring network for librarians: A statewide collaborative model. Illinois Libraries, 74(6), 485-487.
Henderson, K. L. (1996). Electronic `keyboard pals': Mentoring the electronic way. Serials Librarian, 29(3/4), 141-164.
Jones-Quartey, T. (2000). Mentoring—personal reflections of a special librarian. Information Outlook, 4(7), 26-51.
Keyse, D., Kraemer, E. W., & Voelck, J. (2003). Mentoring untenured librarians. College & Research Libraries News, 64(6), 378-380.
Kuyper-Rushing, L. (2001). A formal mentoring program in a university library: Components of a successful experiment. Journal of Academic Librarianship, 27(6), 440-446.
Martorana, J., Schoeder, E., Snowhill, L., & Duda, A. L. (2004). A focus on mentorship in career development. Library Administration & Management, 18(4), 198-202.
Mavrinac, M. (2005). Transformational Leadership: Peer Mentoring as a Values-Based Learning Process. portal: Libraries & the Academy, 5(3), 391-404.
Minnesota Library Association (MLA). (n.d.). MN LAMP…Minnesota Library Association Mentorship Program. Retrieved June 26, 2006, from http://www.mnlibraryassociation.org/Mentorship/Mentorship%20Program%20Home.htm
Ritchie, A., & McSwiney, C. (1999). Professionalism through ALIA: Outcomes from group mentoring programs. Australian Library Journal, 48(2), 160-176.
Ad Hoc Advocacy Committee, Mentoring/Professional Development Subcommittee:
Jan Dellinger
Kate Hess
Mary Iber
Mandy Swygart-Hobaugh