Margaret Masson Glasgow Caledonian UniversityBMAF Annual Conference 2009
Workplace mentoring for student support and employer engagement
Workplace mentoring for student support and employer engagement
Student feedback re key enablersStudent feedback re limitations of workplace
support/ engagementWorkplace Mentoring Scheme (WMS)Student feedback re WMSChallenges/ questions
Student feedback
Key enablers:Tutor supportFamily supportManager/ employer/ workplace support
Main inhibitors:Lack of management understanding, guidance
and support Lack of family understanding & support
Manager/ employer support
providing time-off for studies flexible working opportunities discussions regarding student progress and
learning opportunity to learn from the manager’s
experience
Manager feedback
sometimes unaware of specific activities undertaken at university
wanted more time to review in detail the programme content & students progress
would like a more structured approach to such discussions
Anecdotal evidenceA significant numbers of students have said that;
managers and employers show no interest in, or knowledge of, their studies
they make no allowances for the fact that students were undertaking an arduous programme of study
they may be sympathetic but don’t provide practical assistance there tends to be a change of manager during their time on MSc
programme managers are resistant to them being on the programme opportunities for transfer or learning are limited, leading to de-
motivation and employers not reaping full benefits of students’ enhanced knowledge & skills
I-Pass (Integrated Pastoral & Academic Support System)
Enhanced recruitment & selection processRealistic programme previewEnhanced pre-entry informationPre-entry academic skills sessionsAcademic writing skills diagnosticInformation for family & friendsInformation for managers & colleaguesOnline information re academic skills, pastoral
support, University regs etcWorkplace mentoring system
Workplace Mentoring SystemAims to provide;
An identifiable & consistent source of emotional & practical support for the student, in the form of his/her manager or some other experienced colleague
A regularity to, & framework for, discussions regarding students’ development & experience on the MSc programme
The opportunity for students to discuss their learning with someone who knows their own organisation’s culture, function, structure, politics, challenges & issues
More effective transfer of learning from University to workplace & a forum for identifying learning opportunities within the workplace
An aid to student reflection to allow greater insights into students’ organisations, their studies & themselves
Awareness within the department/ organisation of the student’s developing skills & knowledge to allow maximum utilisation of those within the workplace
Awareness within the department/ organisation of the demands of the programme
Workplace Mentoring System Voluntary Mentor/ student ownership
Unique mentoring relationships Guidelines but not prescriptive Flexible re time/ timing, issues, outcomes Choice of mentoring model (1-1, mentoring circles, peer learning
alliances, distance/ online mentoring) Mentor support
Development workshops Guide to mentoring Mentor network Mentoring diagnostics Access to WMS Coordinator
Student feedback
16/21 said it would be very/ useful, 2 already have mentors and rest couldn’t identify potential mentors
12 selected colleagues as mentor, 4 chose line manager, 2 opted for sr mngr & 2 chose others
Choice based on HR knowledge, experience of programme, available time, supportive & honest, good relationship already, opp to sell skills developed at Uni
Student feedback• Mentoring will allow them to: bounce ideas off their
mentor; discuss assignments with someone who understands their organisation : discuss things learned on course and how it impacts on working life; develop trust; discuss unfamiliar subjects; sound off to a named individual on any concerns they have about the course; learn from another; gain a totally different perspective;; get help with WLB issues
• Mentors; can give pointers & reassure them; will be more aware of the prog & be more empathetic; would be up-to-date with student’s current activities; could help turn learning points into workplace examples for clarification purposes; give additional support & create a supportive environment; help translate theory to practice.
Student feedbackLooking for the following in a mentor;
good communication skills; listening ability; ability to give constructive feedback; empathy; Knowledge of HR issues & organisation; flexibility; patience; support skills; ability to encourage & give constructive feedback; well organised; committed to mentoring; honest, open & fair; motivational skills
Student feedbackLooking for support in the form of; listening & talking through issues; assurance that they are doing things correctly; motivation; proof reading; exchange of ideas; discussing workplace topics that would be relevant to Uni topics; chance to run through thoughts & ideas; advice; time; understanding & genuine interest; honest feedback
Would like to discuss: their learning and development; difficulties with studies; transfer of learning from university to workplace; mentor experiences of programme topics; workplace support; workload and time issues.
Student feedbackProblems highlighted as;
Mentor’s lack of time Availability of mentor Keeping mentor interested in progress Lack of willingness to commit Lack of confidentiality Other priorities One/ both leaving orgn Students becoming too dependent upon mentors Lack of understanding of mentor’s role
Challenges
• Mentor engagement – 1/40 responses to 2 page q’aire!– “Getting enough students/ managers to want to do it”
• Time• Quality of mentoring input/ outcomes• Inconsistency across students• Possible impact on working relationships
• What can be done to minimise problems? – “Not sure”