faculty staff mentoring programs survey: implications for mentoring practice in academia june 24, 2005

1. Faculty & Staff Mentoring Programs Survey: Implications for Mentoring Practice in AcademiaJune 24, 2005 Presented by: Patrick Leung, Ph.D., Chair Subcommittee on Mentoring Programs UH Commission on Women

3. METHODOLOGY Phase I: Focus Groups The subcommittee conducted several focus groups to assist in the survey development.

4. METHODOLOGY Phase II: Survey Development Faculty and Staff Two surveys were developed Newly hired faculty (a=.685) Newly hired staff (a=.820) Comprised of 29 semi-structured questions with five sections: Formal mentoring program, Orientation, Resources, Program structure and Others. Data collection period: Faculty Members: May 5, 2004 - September 1, 2004. Staff Member: August 19, 2004 - September 1, 2004. All participants were invited to join a prize-drawing event in September 2004.

5. METHODOLOGY Deans & Department Chairs Explored the development of mentorship for both faculty and staff and its existing structure in various departments. Survey consisted of two parts: Faculty and Staff. Each part contained 5 semi-structured questions, including both qualitative and quantitative responses. Data collection period from May 3, 2004 - October 15, 2004.

6. METHODOLOGY Institute Directors and Administrators Explored the development of mentorship for staff and its existing structure in various departments. Survey consisted of Staff section, with 5 semi-structured questions, including both qualitative and quantitative responses. Data collection period from October 26, 2004 - November 5, 2004.

7. METHODOLOGY Survey Participants

8. METHODOLOGY Types of Data Analysis: Quantitative data Used SPSS 12.0 software program to obtain descriptive statistics, such as frequencies, means and standard deviations for participant responses. Qualitative data Content analysis method, i.e. to develop themes for open-ended comments.

9. RESULTS: FOCUS GROUP Faculty/Staff-Mentoring Program for New Faculty/Staff: Flexible Program Structure Flexible structure to help create communication and guidance. Quality of Mentor Trustworthy, approachable and willing to help develop skills and strengths. Interdisciplinary Effort Supervisors maintain awareness of interdisciplinary training to allow faculty/staff time to participate in training.

10. RESULTS: FOCUS GROUP Faculty/Staff-Mentoring Program Components: Flexible Program Structure Flexibility within the mentor-mentee system design by considering mentor�s expectations and supporting mentee�s needs. Quality of Mentor Familiarity with the University of Houston, approachability, willingness to help, and ability to disclose their relevant personal issues. External Factors Support from other disciplines is essential.

11. RESULTS: FOCUS GROUP Perceptions of a Staff/Faculty Mentor: Information Provider Provide information about training programs within departments at the University. Organize tours of the University for necessities and provide detailed orientation to various departments. Role Model Provide guidance and support throughout the transition. Clarify the University system.

12. RESULTS: FOCUS GROUP Challenges encountered that could have been resolved through a mentoring program: Poor working climate within the University Provision of information Provide information about the campus, departments, and administrative systems. One-stop approach Increase communication between departments. Stereotyping issue Stigma for working mothers remains in some departments. Lack of communication between supervisor and staff Insufficient communication about supervisors' expectations.

13. RESULTS: FOCUS GROUP Previous Mentor-Mentee Experiences: Minimal involvement Mentors only informed mentees of what they should do without allowing for respondent input or mutual dialogue. Inadequate provision of information Expect mentors to share pros and cons of the tenure track, offer guidance during research grant application process, and provide detailed departmental information. Cultural issues No available resources for cultural minority students in some departments.

14. RESULTS: FOCUS GROUP New Faculty/Staff Support: General resources Provide orientation information packets in advance. Resources specific to faculty members Offer assistance in understanding human subjects issues. Allow time for seminar attendance. Resources specific to staff members Familiarize new members with the working system through reclassification. Provide tuition discount or compensation for educational achievements.

15. RESULTS: SURVEY PARTICIPATION Formal Mentoring Program Assist with developmental needs. Provide personal and social support. Help mentee pass their probationary period. Familiarize mentee with the institutional climate. Support mentee with achievement of tenure at the University. University Orientation Provided little transitional support to social and academic environments at UH. Orientation was a good use of time and provided useful information about their role at UH.

16. RESULTS: SURVEY PARTICIPATION University Resources Useful to have a web site with list of faculty/staff willing to serve as mentors on issues related to tenure, career, and family. Attend monthly, University-sponsored, informal gatherings at lunchtime with multidisciplinary speakers and trainings. Mentors Gender issues were important in the selection of mentors. Guide junior faculty and staff in their new working environment, but also empathize with gender-related issues.

17. RECOMMENDATIONS Mentorship recommendations: Implement a Formal Mentorship Program for newly hired faculty and staff. Create a separate female mentoring program. Mentors should be assigned by Deans and Department Chairs and the status of the mentorship relationship should be reviewed periodically. Primary mentors for newly hired faculty and staff should be from the same department.

18. RECOMMENDATIONS Voluntary mentorship relationships with members from other departments should be made available to foster interdisciplinary collaboration. Both male and female mentors should be available for newly hired female faculty and staff in order to provide knowledge about department systems and an understanding of issues concerning gender, ethnicity, and race.

19. RECOMMENDATIONS Allow mentee flexibility in the mentorship selection to help facilitate the achievement of their personal growth. Participation in the formal mentorship program should be voluntary and highly recommended, but not mandatory. Assigned mentors should be willing to participate and share knowledge with their designated mentee.

20. RECOMMENDATIONS Communication between mentors and mentees should remain open and input from mentees should not only be allowed but encouraged. A web site with tenured faculty and senior staff willing to mentor should be created.

21. RECOMMENDATIONS Orientation recommendations: Divide general orientation session into several, smaller �break-out� sessions to provide more personal and specific information. Include a campus tour of resources in the orientation. Invite representatives from various resource departments to attend the Orientation.

22. RECOMMENDATIONS Lunch break should be designed to elicit networking. Orientation should not focus primarily on paperwork.

23. RECOMMENDATIONS Other recommendations: Provide monthly informal gatherings for junior faculty and newly hired staff to network with tenured faculty and senior staff. Provide occasional workshops during lunch that focus on job related skills.

24. QUESTIONS If you have any additional questions regarding this information, please contact Patrick Leung, Ph.D. via email at pleung@uh.edu or by phone at 713-743-8111.