Index
Coaching and Mentoring for Academic Development
ISBN: 978-1-78973-910-7, eISBN: 978-1-78973-907-7
Publication date: 30 March 2021
This content is currently only available as a PDF
Citation
Guccione, K. and Hutchinson, S. (2021), "Index", Coaching and Mentoring for Academic Development (Surviving and Thriving in Academia), Emerald Publishing Limited, Leeds, pp. 299-308. https://doi.org/10.1108/978-1-78973-907-720211044
Publisher
:Emerald Publishing Limited
Copyright © 2021 Kay Guccione and Steve Hutchinson. Published under Exclusive License by Emerald Publishing Limited
INDEX
Academia, 19
Academic(s), 27
mentors, 154–155
practices, 221–222
workplace, 296
Accountability, 170–173
Ad hoc
basis, 227–228
developer, 10
Advice giving, 57–60
pros and cons of, 60–62
sharing experience same as, 63–64
suggestion, 62–63
Advice-based model, 56–57
Agreement, 91–92
Agreement Template, 93
Alumni mentors, 156–159
Andragogy, 40–41
Annual Reviews, 117–119, 122
Application skills, 151
Attitudes, 275–276
Balance, 121
Balanced, observed, objective, specific, timely model (BOOST model), 100
Behaviour, 276–277
Capability, 8, 294
Career trajectory, 120
Careers Service appointment, 259
‘Celebrity’ mentor, 248
Change, 111
coaches and mentors, 112–113
resistance or opposition to, 111
stages, 113–114
Clarity, 8, 171, 283, 293–294
Classroom-based learning, 19–20
Closed matching process, 250
Coach. See also Mentor(s), 42, 65, 83–84, 175–176, 179, 221–222
building ‘mentor network’, 225–226
ideas and guidance for, 134
learning from feedback, 230
practice supervision, 226–228
recruiting, 222–224
refreshing practice, 225–226
team, 84–85
workshop series, 229
Coaching, 4–5, 9, 21, 23, 26, 37–38, 123, 212–213, 269–270, 283
(semi)-random matches, 245–246
boundaries, 11–14
choosing match, 254–257
contract, 91–92, 190
conversation, 124–125
creating matching profiles, 252–254
creating tailored evaluation strategy, 271–279
dispelling mentoring and coaching myths, 195–200
through endings, 114
evaluation strategy, 270–271
facilitated by matching profiles, 250–252
facilitated in open forum, 249–250
field test, 78–81
initiatives, 92
learning derived through, 270
matching, or pairing, process, 243–252
in neutral zone, 114–115
for new beginnings, 115
no return, 263–265
observation, 237–241
organisational reputation of, 194–195
partnership, 104–107
peer observation process, 237–238
poor match with mentor, 260–261
practices, 27–28
questions, 75
radio silence, 262–263
reputation of, 193
self-selection, 247–248
skills, 87
style, 85–88
techniques, 81
theoretical foundations for, 39–42
triads, 234–235
uncomfortable silences, 265–267
voluntary participation in, 207
Coaching Programme Leaders, 194, 219
Coaching Triads, 228
Codes of Practice, 191–192
Cognitive Behavioural Coaching, 176
Cognitive Behavioural Therapy, 176
Cohort-based development programmes, 162–163
Competency Frameworks, 282
Confidence, 8–9, 294–295
Confidentiality, 249, 271
Constructive Alignment approach, 39, 209–210, 275
Constructive criticism, 8–9
Contract, 91–92
Contracting form. See Mentoring Agreement form
‘Contracting’ process, 283
Contribution, 120
Counselling Services, 259
Counselling supervision, 226–227
Creative Commons ShareAlike licence, 282
Critical dialogue approach, 41–42
Critical feedback, 108–110
Critical thinking, 85–87
Culture, Employment and Development in Academic Research Survey (CEDARS), 18
Development opportunities, 121
Dialogue, 101–102
Disability Services consultation, 259
Doctoral researchers, 27, 31–32
Doctoral Training Centres and Partnerships, 33
Downwards relationships, 142
Early career academic period, 117
Educational practices, 55, 233, 237–238
Effective coach(ing), 123, 169
Effective communication, 163
Effective mentor, 169
Effectiveness, 124
Efficiency, 124
Emotion-mapping, 266
Empathy, 172
Employer needs, 28
Employment Law, 175–176
Endings, coaching through, 114
Experienced peer, 233
Experiential learning cycle, 42
Face-to-face
mentoring practice development workshop, 204
workshops, 229
Feedback, 97
giving feedback as coach or mentor, 99–104
receiving and processing feedback as coach or mentor, 104–110
Fellowship
applicants, 149
funding, 147
mentors supporting development, 150–152
myths, 148–149
Field test, 78–81
Flagging, 283
Flexibility, 163
Formal communication, 296
‘Formative’ content, 297
Gap analysis, 223–224
General Data Protection Regulation (GDPR), 283
Giving feedback as coach or mentor, 99–104
Good matching process, 243–244
‘Good partnership’, 253
GROW Model, 218–219
Hand-picked match, 244–245
Head of Department, 162–163
Higher Education (HE), 196
different roles and professions in, 46
learning in, 43–46
organisations, 20–21
policy, 162
sector, 27, 49
Higher Education careers, 85–87
HR specialist knowledge, 259
Humanistic principles
checkpoints and endings, 205–207
communicate expectations transparently, 203
inclusive timings, 203–204
matching processes, 205
open up choice of practice styles, 204
Humanistic psychology, 39–40
Ideal mentor, 254
Important-vs-Urgent prioritisation matrix, 125–126
Imposter feelings, 33–34
In-depth qualitative methods, 271–272
Inner game, 35–36
Institution(al), 162–163
framework, 186
mentors and coaches, 235–237
Institutional Code of Practice, 281, 283
Intentions, 51–53
International Training Networks, 33
Interpersonal conflicts, 139–140
Interview techniques, 151
Job Descriptions, 191–192
Judgement, 70–71
Language matters, 102–103
Lateral relationships, 142
Leadership. See also Skills, 162, 288
development, 161–162, 164–165
learning, 166
objectives, 165
supporting leadership development, 164–165
theory, 162
values, 165–166
vision, 165
Learner-centred education, 39–40
Learner’s narrative, structure and focus within, 69–73
Learning. See also Higher Education (HE), 8, 11, 274, 276
advantage of, 87
conversation, 9–11
cycle, 42
from feedback, 230
in higher education, 43–46
needs, 28
organisations, 19–20
theories and philosophies of, 46
Learning Agreement, 91–92
Listening, 59, 66, 69
Sounding Board, 66–69
structure and focus within learner’s narrative, 69–73
Manager, 83–84
Matching
events, 189–190
facilitated by, 250–252
forms, 189–190
process, 189–190
profiles, 252, 270–271
Mentee(s), 141, 143–144, 203, 236–237, 243, 261, 269–270, 289–290
of deep listening, 69–70
matching profiles, 253
self-selection, 247
Mentor(s), 5, 42, 52–53, 55–56, 65, 83–84, 166, 172, 175–176, 179, 203, 221–222, 243, 289–290
building ‘mentor network’, 225–226
development, 283
ideas and guidance for, 134
increasing likelihood of good mentoring experience, 291
learning from feedback, 230
leaving partnership, 292
network, 225–226
practice supervision, 226–228
recruiting, 222–224
refreshing practice, 225–226
selecting, 288–289
supporting action, 143–146
supporting personal development planning, 119–122
tangible rewards for mentoring, 230–231
workshop series, 229
Mentoring, 3–5, 9–10, 21, 23, 26, 37–38, 49, 123, 213, 260, 269–270, 288, 290–292
boundaries, 11–14
career changers, 153–154
choosing match, 254–257
creating matching profiles, 252–254
creating tailored evaluation strategy, 271–279
culture, 35
dispelling mentoring and coaching myths, 195–200
evaluation strategy, 270–271
facilitated by matching profiles, 250–252
facilitated in open forum, 249–250
for good writing habits, 134–137
learning derived through, 270
matching, or pairing, process, 243–252
no return, 263–265
objectives and benefits of, 53
organisational reputation of, 194–195
partnership, 104, 107, 246
peer observation process, 237–238
poor match with mentor, 260–261
programmes, 27–28, 92
radio silence, 262–263
rejecting deficit position for, 50–51
reputation of, 193
schemes in universities, 12–13
self-selection, 247–248
(semi)-random matches, 245–246
skills, 87
theoretical foundations for, 39–42
uncomfortable silences, 265–267
university mentors, 154–156
voluntary participation in, 207
Mentoring Agreement, 175–176, 263–264, 287–288
form, 291
process, 199, 238–239
Mentoring Programme Leaders, 194, 219, 259
Mentoring Programmes, 283
academic and researcher development policies and frameworks, 186–187
creating programme materials, 189–190
current ‘reputation’ of mentoring, 187–188
pilot programme, 188–189
promoting programme, 191–192
review existing provision for target staff group, 187
setting clear aims, 188
sharing data, 190–191
situate programme within educational practice, 189
Mobility, 25
Momentum, 151–152, 170, 173
Negative feedback, 100
Neutral zone, coaching in, 114–115
New beginnings, coaching for, 115
Non-directive coaching approach, 55–56
Observer, 234–235
Occasional stress, 176–177
Occupational Health, 259
Open question, 76
Organisational
learning, 25–26
organisational-level policies, 283
‘Orientation Workshop’ programme, 189, 209–210
Ownership of research ideas, 150–151
Pairing process, 189–190
Paraphrasing, 71–72
Partnerships, 93
Pedagogy, 40–41
Peer observation
of practice, 237–238
process, 237–238
teaching processes, 241
Peer-coaching, 235
People development activities, 191–192
Performance Management, 196–197
Person-centred learning, 194
Personal development planning, 117–118
mentors supporting, 119–122
Personalised development, 21
PhD, 31–32
Planning, 51
empowering intentions, 51–53
rejecting deficit position for mentoring, 50–51
Positive coping, 179
Positive feedback, 100
Positive reinforcement, 172–173
Power privilege, 101
Practice supervision, 226–228
Practice through peer conversations
coaching observation, 237–241
coaching triads, 234–235
ethical dilemmas, 235–237
Principal investigator, 83–84
Proactivity, 163
Problem-solving, 100–101
Processing feedback as coach or mentor, 104–110
Professional accreditations, 223–224
Professional accredited coach or mentor, 83
Professional coaching, 161–162
Professional Development, 26–27
workshops, 234
Professional learning, 296
Professionalisation, 27
Programmatic approaches, 190
Programme Code of Practice, 186–187
Programme Leaders, 186, 190–192, 194, 197, 200–202, 206–207, 209, 219, 224, 227–228, 230, 235, 237–238, 243–246, 250, 260–261, 265, 269–271, 273, 277, 279, 281, 283
Psychological processing, 113–114
Radio silence, 262–263
Rapport, 244
Receiving feedback as coach or mentor, 104–110
Recruitment, 291
Repertories, 56
advice giving, 57–60
advice-based model, 56–57
pros and cons of giving advice, 60–62
sharing experience same as giving advice, 63–64
suggestion, 62–63
‘Reputation’ of mentoring, 187–188
Research staff, 142–143
Research-focused frameworks, 45–46
Researcher developers, 35–36
Researcher Development, 27, 31–32
Researcher Development Framework, 45–46
Researcher Development Impact Framework, 272
Resilience, 151–152
Resources, 122
Self-awareness, 155, 163
Self-care, 197–198
Self-confidence, 150, 155
Self-directed learning, 39–40
Self-directed process of mentor selection, 244–245
Self-evaluation, 70–71
Self-identified learning objectives, 275
Self-reported career, 277
Self-selection processes, 189–190, 247–248
(Semi)-random matches, 245–246
Semi-structured interviews, 272
Sentiments, 275–276
Short-term contractual pressures, 34–35
Signposting, 283
Silence, 77
Skilled Helper Model, 218–219
Skills, 275
training, 35–36
‘Snack writing’, 135
Social media, 191
Solution Focused approach, 134–137
Sounding Board, 66–69
Specialist Careers Advisors, 153–154
Specific, Measurable, Achievable, Realistic and Time-bound (SMART), 126–130
Staff Handbooks, 191–192
Status reporting, 170–171
Stress
occasional, 176–177
signs of, 178
Stressed colleagues
issue of stress, 178–180
signposting to specialist support services, 180–181
Student-centred education, 39–40
Summarising, 71–72
Supervisor, 83–84
Supportive challenge, 72
Sustaining change over time, 169
building accountability and momentum, 170–173
Tangible rewards for mentoring, 230–231
Targeted contact, 222–223
Teaching, 43–46
Team leader, 83–84
Template Agreement Form, 190
Time Management, 125–126
Time-poor colleagues, 125–126
Transformative learning, 41–42
Transitions, 111–113
model, 113–114
Tutors, 83–84
UK Professional Standards Framework, 43–46
Uncertainties, 113
Uncomfortable silences, 265–267
Universal mentoring programme, 287
Universities, 3–4, 20–21, 23–24, 139
University Academic Department, 185–186
University mentors, 154–156
Unproductive coping strategies, 179
Upwards relationships, 141
Values-mapping, 266
Virtual Learning Environment, 226
Visa Advice, 259
Well-being, 121
agenda, 197–198
Working relationships, 141
mentors supporting action, 143–146
Workshop, 121
checking learning and orientation to practice, 219–220
designing, 212–213
framing practice, 213
leader considerations, 218–219
learning activities, 234–235
managing partnership, 215
orientation to mentoring and coaching practice, 213
outlining programme, 217
reflections, 213–218
series, 229
troubleshooting and issues arising, 219
Writing, 133
mentoring for good writing habits, 134–137
to prompts, 135
Academia
, 19
Academic(s)
, 27
mentors
, 154–155
practices
, 221–222
workplace
, 296
Accountability
, 170–173
Ad hoc
basis
, 227–228
developer
, 10
Advice giving
, 57–60
pros and cons of
, 60–62
sharing experience same as
, 63–64
suggestion
, 62–63
Advice-based model
, 56–57
Agreement
, 91–92
Agreement Template
, 93
Alumni mentors
, 156–159
Andragogy
, 40–41
Annual Reviews
, 117–119, 122
Application skills
, 151
Attitudes
, 275–276
Balance
, 121
Balanced, observed, objective, specific, timely model (BOOST model)
, 100
Behaviour
, 276–277
Capability, 8, 294
Career trajectory, 120
Careers Service appointment, 259
‘Celebrity’ mentor, 248
Change, 111
coaches and mentors, 112–113
resistance or opposition to, 111
stages, 113–114
Clarity, 8, 171, 283, 293–294
Classroom-based learning, 19–20
Closed matching process, 250
Coach. See also Mentor(s), 42, 65, 83–84, 175–176, 179, 221–222
building ‘mentor network’, 225–226
ideas and guidance for, 134
learning from feedback, 230
practice supervision, 226–228
recruiting, 222–224
refreshing practice, 225–226
team, 84–85
workshop series, 229
Coaching, 4–5, 9, 21, 23, 26, 37–38, 123, 212–213, 269–270, 283
(semi)-random matches, 245–246
boundaries, 11–14
choosing match, 254–257
contract, 91–92, 190
conversation, 124–125
creating matching profiles, 252–254
creating tailored evaluation strategy, 271–279
dispelling mentoring and coaching myths, 195–200
through endings, 114
evaluation strategy, 270–271
facilitated by matching profiles, 250–252
facilitated in open forum, 249–250
field test, 78–81
initiatives, 92
learning derived through, 270
matching, or pairing, process, 243–252
in neutral zone, 114–115
for new beginnings, 115
no return, 263–265
observation, 237–241
organisational reputation of, 194–195
partnership, 104–107
peer observation process, 237–238
poor match with mentor, 260–261
practices, 27–28
questions, 75
radio silence, 262–263
reputation of, 193
self-selection, 247–248
skills, 87
style, 85–88
techniques, 81
theoretical foundations for, 39–42
triads, 234–235
uncomfortable silences, 265–267
voluntary participation in, 207
Coaching Programme Leaders, 194, 219
Coaching Triads, 228
Codes of Practice, 191–192
Cognitive Behavioural Coaching, 176
Cognitive Behavioural Therapy, 176
Cohort-based development programmes, 162–163
Competency Frameworks, 282
Confidence, 8–9, 294–295
Confidentiality, 249, 271
Constructive Alignment approach, 39, 209–210, 275
Constructive criticism, 8–9
Contract, 91–92
Contracting form. See Mentoring Agreement form
‘Contracting’ process, 283
Contribution, 120
Counselling Services, 259
Counselling supervision, 226–227
Creative Commons ShareAlike licence, 282
Critical dialogue approach, 41–42
Critical feedback, 108–110
Critical thinking, 85–87
Culture, Employment and Development in Academic Research Survey (CEDARS), 18
Development opportunities, 121
Dialogue, 101–102
Disability Services consultation, 259
Doctoral researchers, 27, 31–32
Doctoral Training Centres and Partnerships, 33
Downwards relationships, 142
Early career academic period, 117
Educational practices, 55, 233, 237–238
Effective coach(ing), 123, 169
Effective communication, 163
Effective mentor, 169
Effectiveness, 124
Efficiency, 124
Emotion-mapping, 266
Empathy, 172
Employer needs, 28
Employment Law, 175–176
Endings, coaching through, 114
Experienced peer, 233
Experiential learning cycle, 42
Face-to-face
mentoring practice development workshop, 204
workshops, 229
Feedback, 97
giving feedback as coach or mentor, 99–104
receiving and processing feedback as coach or mentor, 104–110
Fellowship
applicants, 149
funding, 147
mentors supporting development, 150–152
myths, 148–149
Field test, 78–81
Flagging, 283
Flexibility, 163
Formal communication, 296
‘Formative’ content, 297
Gap analysis, 223–224
General Data Protection Regulation (GDPR), 283
Giving feedback as coach or mentor, 99–104
Good matching process, 243–244
‘Good partnership’, 253
GROW Model, 218–219
Hand-picked match, 244–245
Head of Department, 162–163
Higher Education (HE), 196
different roles and professions in, 46
learning in, 43–46
organisations, 20–21
policy, 162
sector, 27, 49
Higher Education careers, 85–87
HR specialist knowledge, 259
Humanistic principles
checkpoints and endings, 205–207
communicate expectations transparently, 203
inclusive timings, 203–204
matching processes, 205
open up choice of practice styles, 204
Humanistic psychology, 39–40
Ideal mentor, 254
Important-vs-Urgent prioritisation matrix, 125–126
Imposter feelings, 33–34
In-depth qualitative methods, 271–272
Inner game, 35–36
Institution(al), 162–163
framework, 186
mentors and coaches, 235–237
Institutional Code of Practice, 281, 283
Intentions, 51–53
International Training Networks, 33
Interpersonal conflicts, 139–140
Interview techniques, 151
Job Descriptions, 191–192
Judgement, 70–71
Language matters, 102–103
Lateral relationships, 142
Leadership. See also Skills, 162, 288
development, 161–162, 164–165
learning, 166
objectives, 165
supporting leadership development, 164–165
theory, 162
values, 165–166
vision, 165
Learner-centred education, 39–40
Learner’s narrative, structure and focus within, 69–73
Learning. See also Higher Education (HE), 8, 11, 274, 276
advantage of, 87
conversation, 9–11
cycle, 42
from feedback, 230
in higher education, 43–46
needs, 28
organisations, 19–20
theories and philosophies of, 46
Learning Agreement, 91–92
Listening, 59, 66, 69
Sounding Board, 66–69
structure and focus within learner’s narrative, 69–73
Manager, 83–84
Matching
events, 189–190
facilitated by, 250–252
forms, 189–190
process, 189–190
profiles, 252, 270–271
Mentee(s), 141, 143–144, 203, 236–237, 243, 261, 269–270, 289–290
of deep listening, 69–70
matching profiles, 253
self-selection, 247
Mentor(s), 5, 42, 52–53, 55–56, 65, 83–84, 166, 172, 175–176, 179, 203, 221–222, 243, 289–290
building ‘mentor network’, 225–226
development, 283
ideas and guidance for, 134
increasing likelihood of good mentoring experience, 291
learning from feedback, 230
leaving partnership, 292
network, 225–226
practice supervision, 226–228
recruiting, 222–224
refreshing practice, 225–226
selecting, 288–289
supporting action, 143–146
supporting personal development planning, 119–122
tangible rewards for mentoring, 230–231
workshop series, 229
Mentoring, 3–5, 9–10, 21, 23, 26, 37–38, 49, 123, 213, 260, 269–270, 288, 290–292
boundaries, 11–14
career changers, 153–154
choosing match, 254–257
creating matching profiles, 252–254
creating tailored evaluation strategy, 271–279
culture, 35
dispelling mentoring and coaching myths, 195–200
evaluation strategy, 270–271
facilitated by matching profiles, 250–252
facilitated in open forum, 249–250
for good writing habits, 134–137
learning derived through, 270
matching, or pairing, process, 243–252
no return, 263–265
objectives and benefits of, 53
organisational reputation of, 194–195
partnership, 104, 107, 246
peer observation process, 237–238
poor match with mentor, 260–261
programmes, 27–28, 92
radio silence, 262–263
rejecting deficit position for, 50–51
reputation of, 193
schemes in universities, 12–13
self-selection, 247–248
(semi)-random matches, 245–246
skills, 87
theoretical foundations for, 39–42
uncomfortable silences, 265–267
university mentors, 154–156
voluntary participation in, 207
Mentoring Agreement, 175–176, 263–264, 287–288
form, 291
process, 199, 238–239
Mentoring Programme Leaders, 194, 219, 259
Mentoring Programmes, 283
academic and researcher development policies and frameworks, 186–187
creating programme materials, 189–190
current ‘reputation’ of mentoring, 187–188
pilot programme, 188–189
promoting programme, 191–192
review existing provision for target staff group, 187
setting clear aims, 188
sharing data, 190–191
situate programme within educational practice, 189
Mobility, 25
Momentum, 151–152, 170, 173
Negative feedback, 100
Neutral zone, coaching in, 114–115
New beginnings, coaching for, 115
Non-directive coaching approach, 55–56
Observer, 234–235
Occasional stress, 176–177
Occupational Health, 259
Open question, 76
Organisational
learning, 25–26
organisational-level policies, 283
‘Orientation Workshop’ programme, 189, 209–210
Ownership of research ideas, 150–151
Pairing process, 189–190
Paraphrasing, 71–72
Partnerships, 93
Pedagogy, 40–41
Peer observation
of practice, 237–238
process, 237–238
teaching processes, 241
Peer-coaching, 235
People development activities, 191–192
Performance Management, 196–197
Person-centred learning, 194
Personal development planning, 117–118
mentors supporting, 119–122
Personalised development, 21
PhD, 31–32
Planning, 51
empowering intentions, 51–53
rejecting deficit position for mentoring, 50–51
Positive coping, 179
Positive feedback, 100
Positive reinforcement, 172–173
Power privilege, 101
Practice supervision, 226–228
Practice through peer conversations
coaching observation, 237–241
coaching triads, 234–235
ethical dilemmas, 235–237
Principal investigator, 83–84
Proactivity, 163
Problem-solving, 100–101
Processing feedback as coach or mentor, 104–110
Professional accreditations, 223–224
Professional accredited coach or mentor, 83
Professional coaching, 161–162
Professional Development, 26–27
workshops, 234
Professional learning, 296
Professionalisation, 27
Programmatic approaches, 190
Programme Code of Practice, 186–187
Programme Leaders, 186, 190–192, 194, 197, 200–202, 206–207, 209, 219, 224, 227–228, 230, 235, 237–238, 243–246, 250, 260–261, 265, 269–271, 273, 277, 279, 281, 283
Psychological processing, 113–114
Radio silence, 262–263
Rapport, 244
Receiving feedback as coach or mentor, 104–110
Recruitment, 291
Repertories, 56
advice giving, 57–60
advice-based model, 56–57
pros and cons of giving advice, 60–62
sharing experience same as giving advice, 63–64
suggestion, 62–63
‘Reputation’ of mentoring, 187–188
Research staff, 142–143
Research-focused frameworks, 45–46
Researcher developers, 35–36
Researcher Development, 27, 31–32
Researcher Development Framework, 45–46
Researcher Development Impact Framework, 272
Resilience, 151–152
Resources, 122
Self-awareness, 155, 163
Self-care, 197–198
Self-confidence, 150, 155
Self-directed learning, 39–40
Self-directed process of mentor selection, 244–245
Self-evaluation, 70–71
Self-identified learning objectives, 275
Self-reported career, 277
Self-selection processes, 189–190, 247–248
(Semi)-random matches, 245–246
Semi-structured interviews, 272
Sentiments, 275–276
Short-term contractual pressures, 34–35
Signposting, 283
Silence, 77
Skilled Helper Model, 218–219
Skills, 275
training, 35–36
‘Snack writing’, 135
Social media, 191
Solution Focused approach, 134–137
Sounding Board, 66–69
Specialist Careers Advisors, 153–154
Specific, Measurable, Achievable, Realistic and Time-bound (SMART), 126–130
Staff Handbooks, 191–192
Status reporting, 170–171
Stress
occasional, 176–177
signs of, 178
Stressed colleagues
issue of stress, 178–180
signposting to specialist support services, 180–181
Student-centred education, 39–40
Summarising, 71–72
Supervisor, 83–84
Supportive challenge, 72
Sustaining change over time, 169
building accountability and momentum, 170–173
Tangible rewards for mentoring, 230–231
Targeted contact, 222–223
Teaching, 43–46
Team leader, 83–84
Template Agreement Form, 190
Time Management, 125–126
Time-poor colleagues, 125–126
Transformative learning, 41–42
Transitions, 111–113
model, 113–114
Tutors, 83–84
UK Professional Standards Framework, 43–46
Uncertainties, 113
Uncomfortable silences, 265–267
Universal mentoring programme, 287
Universities, 3–4, 20–21, 23–24, 139
University Academic Department, 185–186
University mentors, 154–156
Unproductive coping strategies, 179
Upwards relationships, 141
Values-mapping, 266
Virtual Learning Environment, 226
Visa Advice, 259
Well-being, 121
agenda, 197–198
Working relationships, 141
mentors supporting action, 143–146
Workshop, 121
checking learning and orientation to practice, 219–220
designing, 212–213
framing practice, 213
leader considerations, 218–219
learning activities, 234–235
managing partnership, 215
orientation to mentoring and coaching practice, 213
outlining programme, 217
reflections, 213–218
series, 229
troubleshooting and issues arising, 219
Writing, 133
mentoring for good writing habits, 134–137
to prompts, 135
Capability
, 8, 294
Career trajectory
, 120
Careers Service appointment
, 259
‘Celebrity’ mentor
, 248
Change
, 111
coaches and mentors
, 112–113
resistance or opposition to
, 111
stages
, 113–114
Clarity
, 8, 171, 283, 293–294
Classroom-based learning
, 19–20
Closed matching process
, 250
Coach. See also Mentor(s)
, 42, 65, 83–84, 175–176, 179, 221–222
building ‘mentor network’
, 225–226
ideas and guidance for
, 134
learning from feedback
, 230
practice supervision
, 226–228
recruiting
, 222–224
refreshing practice
, 225–226
team
, 84–85
workshop series
, 229
Coaching
, 4–5, 9, 21, 23, 26, 37–38, 123, 212–213, 269–270, 283
(semi)-random matches
, 245–246
boundaries
, 11–14
choosing match
, 254–257
contract
, 91–92, 190
conversation
, 124–125
creating matching profiles
, 252–254
creating tailored evaluation strategy
, 271–279
dispelling mentoring and coaching myths
, 195–200
through endings
, 114
evaluation strategy
, 270–271
facilitated by matching profiles
, 250–252
facilitated in open forum
, 249–250
field test
, 78–81
initiatives
, 92
learning derived through
, 270
matching, or pairing, process
, 243–252
in neutral zone
, 114–115
for new beginnings
, 115
no return
, 263–265
observation
, 237–241
organisational reputation of
, 194–195
partnership
, 104–107
peer observation process
, 237–238
poor match with mentor
, 260–261
practices
, 27–28
questions
, 75
radio silence
, 262–263
reputation of
, 193
self-selection
, 247–248
skills
, 87
style
, 85–88
techniques
, 81
theoretical foundations for
, 39–42
triads
, 234–235
uncomfortable silences
, 265–267
voluntary participation in
, 207
Coaching Programme Leaders
, 194, 219
Coaching Triads
, 228
Codes of Practice
, 191–192
Cognitive Behavioural Coaching
, 176
Cognitive Behavioural Therapy
, 176
Cohort-based development programmes
, 162–163
Competency Frameworks
, 282
Confidence
, 8–9, 294–295
Confidentiality
, 249, 271
Constructive Alignment approach
, 39, 209–210, 275
Constructive criticism
, 8–9
Contract
, 91–92
Contracting form. See Mentoring Agreement form
‘Contracting’ process
, 283
Contribution
, 120
Counselling Services
, 259
Counselling supervision
, 226–227
Creative Commons ShareAlike licence
, 282
Critical dialogue approach
, 41–42
Critical feedback
, 108–110
Critical thinking
, 85–87
Culture, Employment and Development in Academic Research Survey (CEDARS)
, 18
Development opportunities
, 121
Dialogue
, 101–102
Disability Services consultation
, 259
Doctoral researchers
, 27, 31–32
Doctoral Training Centres and Partnerships
, 33
Downwards relationships
, 142
Early career academic period, 117
Educational practices, 55, 233, 237–238
Effective coach(ing), 123, 169
Effective communication, 163
Effective mentor, 169
Effectiveness, 124
Efficiency, 124
Emotion-mapping, 266
Empathy, 172
Employer needs, 28
Employment Law, 175–176
Endings, coaching through, 114
Experienced peer, 233
Experiential learning cycle, 42
Face-to-face
mentoring practice development workshop, 204
workshops, 229
Feedback, 97
giving feedback as coach or mentor, 99–104
receiving and processing feedback as coach or mentor, 104–110
Fellowship
applicants, 149
funding, 147
mentors supporting development, 150–152
myths, 148–149
Field test, 78–81
Flagging, 283
Flexibility, 163
Formal communication, 296
‘Formative’ content, 297
Gap analysis, 223–224
General Data Protection Regulation (GDPR), 283
Giving feedback as coach or mentor, 99–104
Good matching process, 243–244
‘Good partnership’, 253
GROW Model, 218–219
Hand-picked match, 244–245
Head of Department, 162–163
Higher Education (HE), 196
different roles and professions in, 46
learning in, 43–46
organisations, 20–21
policy, 162
sector, 27, 49
Higher Education careers, 85–87
HR specialist knowledge, 259
Humanistic principles
checkpoints and endings, 205–207
communicate expectations transparently, 203
inclusive timings, 203–204
matching processes, 205
open up choice of practice styles, 204
Humanistic psychology, 39–40
Ideal mentor, 254
Important-vs-Urgent prioritisation matrix, 125–126
Imposter feelings, 33–34
In-depth qualitative methods, 271–272
Inner game, 35–36
Institution(al), 162–163
framework, 186
mentors and coaches, 235–237
Institutional Code of Practice, 281, 283
Intentions, 51–53
International Training Networks, 33
Interpersonal conflicts, 139–140
Interview techniques, 151
Job Descriptions, 191–192
Judgement, 70–71
Language matters, 102–103
Lateral relationships, 142
Leadership. See also Skills, 162, 288
development, 161–162, 164–165
learning, 166
objectives, 165
supporting leadership development, 164–165
theory, 162
values, 165–166
vision, 165
Learner-centred education, 39–40
Learner’s narrative, structure and focus within, 69–73
Learning. See also Higher Education (HE), 8, 11, 274, 276
advantage of, 87
conversation, 9–11
cycle, 42
from feedback, 230
in higher education, 43–46
needs, 28
organisations, 19–20
theories and philosophies of, 46
Learning Agreement, 91–92
Listening, 59, 66, 69
Sounding Board, 66–69
structure and focus within learner’s narrative, 69–73
Manager, 83–84
Matching
events, 189–190
facilitated by, 250–252
forms, 189–190
process, 189–190
profiles, 252, 270–271
Mentee(s), 141, 143–144, 203, 236–237, 243, 261, 269–270, 289–290
of deep listening, 69–70
matching profiles, 253
self-selection, 247
Mentor(s), 5, 42, 52–53, 55–56, 65, 83–84, 166, 172, 175–176, 179, 203, 221–222, 243, 289–290
building ‘mentor network’, 225–226
development, 283
ideas and guidance for, 134
increasing likelihood of good mentoring experience, 291
learning from feedback, 230
leaving partnership, 292
network, 225–226
practice supervision, 226–228
recruiting, 222–224
refreshing practice, 225–226
selecting, 288–289
supporting action, 143–146
supporting personal development planning, 119–122
tangible rewards for mentoring, 230–231
workshop series, 229
Mentoring, 3–5, 9–10, 21, 23, 26, 37–38, 49, 123, 213, 260, 269–270, 288, 290–292
boundaries, 11–14
career changers, 153–154
choosing match, 254–257
creating matching profiles, 252–254
creating tailored evaluation strategy, 271–279
culture, 35
dispelling mentoring and coaching myths, 195–200
evaluation strategy, 270–271
facilitated by matching profiles, 250–252
facilitated in open forum, 249–250
for good writing habits, 134–137
learning derived through, 270
matching, or pairing, process, 243–252
no return, 263–265
objectives and benefits of, 53
organisational reputation of, 194–195
partnership, 104, 107, 246
peer observation process, 237–238
poor match with mentor, 260–261
programmes, 27–28, 92
radio silence, 262–263
rejecting deficit position for, 50–51
reputation of, 193
schemes in universities, 12–13
self-selection, 247–248
(semi)-random matches, 245–246
skills, 87
theoretical foundations for, 39–42
uncomfortable silences, 265–267
university mentors, 154–156
voluntary participation in, 207
Mentoring Agreement, 175–176, 263–264, 287–288
form, 291
process, 199, 238–239
Mentoring Programme Leaders, 194, 219, 259
Mentoring Programmes, 283
academic and researcher development policies and frameworks, 186–187
creating programme materials, 189–190
current ‘reputation’ of mentoring, 187–188
pilot programme, 188–189
promoting programme, 191–192
review existing provision for target staff group, 187
setting clear aims, 188
sharing data, 190–191
situate programme within educational practice, 189
Mobility, 25
Momentum, 151–152, 170, 173
Negative feedback, 100
Neutral zone, coaching in, 114–115
New beginnings, coaching for, 115
Non-directive coaching approach, 55–56
Observer, 234–235
Occasional stress, 176–177
Occupational Health, 259
Open question, 76
Organisational
learning, 25–26
organisational-level policies, 283
‘Orientation Workshop’ programme, 189, 209–210
Ownership of research ideas, 150–151
Pairing process, 189–190
Paraphrasing, 71–72
Partnerships, 93
Pedagogy, 40–41
Peer observation
of practice, 237–238
process, 237–238
teaching processes, 241
Peer-coaching, 235
People development activities, 191–192
Performance Management, 196–197
Person-centred learning, 194
Personal development planning, 117–118
mentors supporting, 119–122
Personalised development, 21
PhD, 31–32
Planning, 51
empowering intentions, 51–53
rejecting deficit position for mentoring, 50–51
Positive coping, 179
Positive feedback, 100
Positive reinforcement, 172–173
Power privilege, 101
Practice supervision, 226–228
Practice through peer conversations
coaching observation, 237–241
coaching triads, 234–235
ethical dilemmas, 235–237
Principal investigator, 83–84
Proactivity, 163
Problem-solving, 100–101
Processing feedback as coach or mentor, 104–110
Professional accreditations, 223–224
Professional accredited coach or mentor, 83
Professional coaching, 161–162
Professional Development, 26–27
workshops, 234
Professional learning, 296
Professionalisation, 27
Programmatic approaches, 190
Programme Code of Practice, 186–187
Programme Leaders, 186, 190–192, 194, 197, 200–202, 206–207, 209, 219, 224, 227–228, 230, 235, 237–238, 243–246, 250, 260–261, 265, 269–271, 273, 277, 279, 281, 283
Psychological processing, 113–114
Radio silence, 262–263
Rapport, 244
Receiving feedback as coach or mentor, 104–110
Recruitment, 291
Repertories, 56
advice giving, 57–60
advice-based model, 56–57
pros and cons of giving advice, 60–62
sharing experience same as giving advice, 63–64
suggestion, 62–63
‘Reputation’ of mentoring, 187–188
Research staff, 142–143
Research-focused frameworks, 45–46
Researcher developers, 35–36
Researcher Development, 27, 31–32
Researcher Development Framework, 45–46
Researcher Development Impact Framework, 272
Resilience, 151–152
Resources, 122
Self-awareness, 155, 163
Self-care, 197–198
Self-confidence, 150, 155
Self-directed learning, 39–40
Self-directed process of mentor selection, 244–245
Self-evaluation, 70–71
Self-identified learning objectives, 275
Self-reported career, 277
Self-selection processes, 189–190, 247–248
(Semi)-random matches, 245–246
Semi-structured interviews, 272
Sentiments, 275–276
Short-term contractual pressures, 34–35
Signposting, 283
Silence, 77
Skilled Helper Model, 218–219
Skills, 275
training, 35–36
‘Snack writing’, 135
Social media, 191
Solution Focused approach, 134–137
Sounding Board, 66–69
Specialist Careers Advisors, 153–154
Specific, Measurable, Achievable, Realistic and Time-bound (SMART), 126–130
Staff Handbooks, 191–192
Status reporting, 170–171
Stress
occasional, 176–177
signs of, 178
Stressed colleagues
issue of stress, 178–180
signposting to specialist support services, 180–181
Student-centred education, 39–40
Summarising, 71–72
Supervisor, 83–84
Supportive challenge, 72
Sustaining change over time, 169
building accountability and momentum, 170–173
Tangible rewards for mentoring, 230–231
Targeted contact, 222–223
Teaching, 43–46
Team leader, 83–84
Template Agreement Form, 190
Time Management, 125–126
Time-poor colleagues, 125–126
Transformative learning, 41–42
Transitions, 111–113
model, 113–114
Tutors, 83–84
UK Professional Standards Framework, 43–46
Uncertainties, 113
Uncomfortable silences, 265–267
Universal mentoring programme, 287
Universities, 3–4, 20–21, 23–24, 139
University Academic Department, 185–186
University mentors, 154–156
Unproductive coping strategies, 179
Upwards relationships, 141
Values-mapping, 266
Virtual Learning Environment, 226
Visa Advice, 259
Well-being, 121
agenda, 197–198
Working relationships, 141
mentors supporting action, 143–146
Workshop, 121
checking learning and orientation to practice, 219–220
designing, 212–213
framing practice, 213
leader considerations, 218–219
learning activities, 234–235
managing partnership, 215
orientation to mentoring and coaching practice, 213
outlining programme, 217
reflections, 213–218
series, 229
troubleshooting and issues arising, 219
Writing, 133
mentoring for good writing habits, 134–137
to prompts, 135
Early career academic period
, 117
Educational practices
, 55, 233, 237–238
Effective coach(ing)
, 123, 169
Effective communication
, 163
Effective mentor
, 169
Effectiveness
, 124
Efficiency
, 124
Emotion-mapping
, 266
Empathy
, 172
Employer needs
, 28
Employment Law
, 175–176
Endings, coaching through
, 114
Experienced peer
, 233
Experiential learning cycle
, 42
Face-to-face
mentoring practice development workshop
, 204
workshops
, 229
Feedback
, 97
giving feedback as coach or mentor
, 99–104
receiving and processing feedback as coach or mentor
, 104–110
Fellowship
applicants
, 149
funding
, 147
mentors supporting development
, 150–152
myths
, 148–149
Field test
, 78–81
Flagging
, 283
Flexibility
, 163
Formal communication
, 296
‘Formative’ content
, 297
Gap analysis, 223–224
General Data Protection Regulation (GDPR), 283
Giving feedback as coach or mentor, 99–104
Good matching process, 243–244
‘Good partnership’, 253
GROW Model, 218–219
Hand-picked match, 244–245
Head of Department, 162–163
Higher Education (HE), 196
different roles and professions in, 46
learning in, 43–46
organisations, 20–21
policy, 162
sector, 27, 49
Higher Education careers, 85–87
HR specialist knowledge, 259
Humanistic principles
checkpoints and endings, 205–207
communicate expectations transparently, 203
inclusive timings, 203–204
matching processes, 205
open up choice of practice styles, 204
Humanistic psychology, 39–40
Ideal mentor, 254
Important-vs-Urgent prioritisation matrix, 125–126
Imposter feelings, 33–34
In-depth qualitative methods, 271–272
Inner game, 35–36
Institution(al), 162–163
framework, 186
mentors and coaches, 235–237
Institutional Code of Practice, 281, 283
Intentions, 51–53
International Training Networks, 33
Interpersonal conflicts, 139–140
Interview techniques, 151
Job Descriptions, 191–192
Judgement, 70–71
Language matters, 102–103
Lateral relationships, 142
Leadership. See also Skills, 162, 288
development, 161–162, 164–165
learning, 166
objectives, 165
supporting leadership development, 164–165
theory, 162
values, 165–166
vision, 165
Learner-centred education, 39–40
Learner’s narrative, structure and focus within, 69–73
Learning. See also Higher Education (HE), 8, 11, 274, 276
advantage of, 87
conversation, 9–11
cycle, 42
from feedback, 230
in higher education, 43–46
needs, 28
organisations, 19–20
theories and philosophies of, 46
Learning Agreement, 91–92
Listening, 59, 66, 69
Sounding Board, 66–69
structure and focus within learner’s narrative, 69–73
Manager, 83–84
Matching
events, 189–190
facilitated by, 250–252
forms, 189–190
process, 189–190
profiles, 252, 270–271
Mentee(s), 141, 143–144, 203, 236–237, 243, 261, 269–270, 289–290
of deep listening, 69–70
matching profiles, 253
self-selection, 247
Mentor(s), 5, 42, 52–53, 55–56, 65, 83–84, 166, 172, 175–176, 179, 203, 221–222, 243, 289–290
building ‘mentor network’, 225–226
development, 283
ideas and guidance for, 134
increasing likelihood of good mentoring experience, 291
learning from feedback, 230
leaving partnership, 292
network, 225–226
practice supervision, 226–228
recruiting, 222–224
refreshing practice, 225–226
selecting, 288–289
supporting action, 143–146
supporting personal development planning, 119–122
tangible rewards for mentoring, 230–231
workshop series, 229
Mentoring, 3–5, 9–10, 21, 23, 26, 37–38, 49, 123, 213, 260, 269–270, 288, 290–292
boundaries, 11–14
career changers, 153–154
choosing match, 254–257
creating matching profiles, 252–254
creating tailored evaluation strategy, 271–279
culture, 35
dispelling mentoring and coaching myths, 195–200
evaluation strategy, 270–271
facilitated by matching profiles, 250–252
facilitated in open forum, 249–250
for good writing habits, 134–137
learning derived through, 270
matching, or pairing, process, 243–252
no return, 263–265
objectives and benefits of, 53
organisational reputation of, 194–195
partnership, 104, 107, 246
peer observation process, 237–238
poor match with mentor, 260–261
programmes, 27–28, 92
radio silence, 262–263
rejecting deficit position for, 50–51
reputation of, 193
schemes in universities, 12–13
self-selection, 247–248
(semi)-random matches, 245–246
skills, 87
theoretical foundations for, 39–42
uncomfortable silences, 265–267
university mentors, 154–156
voluntary participation in, 207
Mentoring Agreement, 175–176, 263–264, 287–288
form, 291
process, 199, 238–239
Mentoring Programme Leaders, 194, 219, 259
Mentoring Programmes, 283
academic and researcher development policies and frameworks, 186–187
creating programme materials, 189–190
current ‘reputation’ of mentoring, 187–188
pilot programme, 188–189
promoting programme, 191–192
review existing provision for target staff group, 187
setting clear aims, 188
sharing data, 190–191
situate programme within educational practice, 189
Mobility, 25
Momentum, 151–152, 170, 173
Negative feedback, 100
Neutral zone, coaching in, 114–115
New beginnings, coaching for, 115
Non-directive coaching approach, 55–56
Observer, 234–235
Occasional stress, 176–177
Occupational Health, 259
Open question, 76
Organisational
learning, 25–26
organisational-level policies, 283
‘Orientation Workshop’ programme, 189, 209–210
Ownership of research ideas, 150–151
Pairing process, 189–190
Paraphrasing, 71–72
Partnerships, 93
Pedagogy, 40–41
Peer observation
of practice, 237–238
process, 237–238
teaching processes, 241
Peer-coaching, 235
People development activities, 191–192
Performance Management, 196–197
Person-centred learning, 194
Personal development planning, 117–118
mentors supporting, 119–122
Personalised development, 21
PhD, 31–32
Planning, 51
empowering intentions, 51–53
rejecting deficit position for mentoring, 50–51
Positive coping, 179
Positive feedback, 100
Positive reinforcement, 172–173
Power privilege, 101
Practice supervision, 226–228
Practice through peer conversations
coaching observation, 237–241
coaching triads, 234–235
ethical dilemmas, 235–237
Principal investigator, 83–84
Proactivity, 163
Problem-solving, 100–101
Processing feedback as coach or mentor, 104–110
Professional accreditations, 223–224
Professional accredited coach or mentor, 83
Professional coaching, 161–162
Professional Development, 26–27
workshops, 234
Professional learning, 296
Professionalisation, 27
Programmatic approaches, 190
Programme Code of Practice, 186–187
Programme Leaders, 186, 190–192, 194, 197, 200–202, 206–207, 209, 219, 224, 227–228, 230, 235, 237–238, 243–246, 250, 260–261, 265, 269–271, 273, 277, 279, 281, 283
Psychological processing, 113–114
Radio silence, 262–263
Rapport, 244
Receiving feedback as coach or mentor, 104–110
Recruitment, 291
Repertories, 56
advice giving, 57–60
advice-based model, 56–57
pros and cons of giving advice, 60–62
sharing experience same as giving advice, 63–64
suggestion, 62–63
‘Reputation’ of mentoring, 187–188
Research staff, 142–143
Research-focused frameworks, 45–46
Researcher developers, 35–36
Researcher Development, 27, 31–32
Researcher Development Framework, 45–46
Researcher Development Impact Framework, 272
Resilience, 151–152
Resources, 122
Self-awareness, 155, 163
Self-care, 197–198
Self-confidence, 150, 155
Self-directed learning, 39–40
Self-directed process of mentor selection, 244–245
Self-evaluation, 70–71
Self-identified learning objectives, 275
Self-reported career, 277
Self-selection processes, 189–190, 247–248
(Semi)-random matches, 245–246
Semi-structured interviews, 272
Sentiments, 275–276
Short-term contractual pressures, 34–35
Signposting, 283
Silence, 77
Skilled Helper Model, 218–219
Skills, 275
training, 35–36
‘Snack writing’, 135
Social media, 191
Solution Focused approach, 134–137
Sounding Board, 66–69
Specialist Careers Advisors, 153–154
Specific, Measurable, Achievable, Realistic and Time-bound (SMART), 126–130
Staff Handbooks, 191–192
Status reporting, 170–171
Stress
occasional, 176–177
signs of, 178
Stressed colleagues
issue of stress, 178–180
signposting to specialist support services, 180–181
Student-centred education, 39–40
Summarising, 71–72
Supervisor, 83–84
Supportive challenge, 72
Sustaining change over time, 169
building accountability and momentum, 170–173
Tangible rewards for mentoring, 230–231
Targeted contact, 222–223
Teaching, 43–46
Team leader, 83–84
Template Agreement Form, 190
Time Management, 125–126
Time-poor colleagues, 125–126
Transformative learning, 41–42
Transitions, 111–113
model, 113–114
Tutors, 83–84
UK Professional Standards Framework, 43–46
Uncertainties, 113
Uncomfortable silences, 265–267
Universal mentoring programme, 287
Universities, 3–4, 20–21, 23–24, 139
University Academic Department, 185–186
University mentors, 154–156
Unproductive coping strategies, 179
Upwards relationships, 141
Values-mapping, 266
Virtual Learning Environment, 226
Visa Advice, 259
Well-being, 121
agenda, 197–198
Working relationships, 141
mentors supporting action, 143–146
Workshop, 121
checking learning and orientation to practice, 219–220
designing, 212–213
framing practice, 213
leader considerations, 218–219
learning activities, 234–235
managing partnership, 215
orientation to mentoring and coaching practice, 213
outlining programme, 217
reflections, 213–218
series, 229
troubleshooting and issues arising, 219
Writing, 133
mentoring for good writing habits, 134–137
to prompts, 135
Gap analysis
, 223–224
General Data Protection Regulation (GDPR)
, 283
Giving feedback as coach or mentor
, 99–104
Good matching process
, 243–244
‘Good partnership’
, 253
GROW Model
, 218–219
Hand-picked match
, 244–245
Head of Department
, 162–163
Higher Education (HE)
, 196
different roles and professions in
, 46
learning in
, 43–46
organisations
, 20–21
policy
, 162
sector
, 27, 49
Higher Education careers
, 85–87
HR specialist knowledge
, 259
Humanistic principles
checkpoints and endings
, 205–207
communicate expectations transparently
, 203
inclusive timings
, 203–204
matching processes
, 205
open up choice of practice styles
, 204
Humanistic psychology
, 39–40
Ideal mentor, 254
Important-vs-Urgent prioritisation matrix, 125–126
Imposter feelings, 33–34
In-depth qualitative methods, 271–272
Inner game, 35–36
Institution(al), 162–163
framework, 186
mentors and coaches, 235–237
Institutional Code of Practice, 281, 283
Intentions, 51–53
International Training Networks, 33
Interpersonal conflicts, 139–140
Interview techniques, 151
Job Descriptions, 191–192
Judgement, 70–71
Language matters, 102–103
Lateral relationships, 142
Leadership. See also Skills, 162, 288
development, 161–162, 164–165
learning, 166
objectives, 165
supporting leadership development, 164–165
theory, 162
values, 165–166
vision, 165
Learner-centred education, 39–40
Learner’s narrative, structure and focus within, 69–73
Learning. See also Higher Education (HE), 8, 11, 274, 276
advantage of, 87
conversation, 9–11
cycle, 42
from feedback, 230
in higher education, 43–46
needs, 28
organisations, 19–20
theories and philosophies of, 46
Learning Agreement, 91–92
Listening, 59, 66, 69
Sounding Board, 66–69
structure and focus within learner’s narrative, 69–73
Manager, 83–84
Matching
events, 189–190
facilitated by, 250–252
forms, 189–190
process, 189–190
profiles, 252, 270–271
Mentee(s), 141, 143–144, 203, 236–237, 243, 261, 269–270, 289–290
of deep listening, 69–70
matching profiles, 253
self-selection, 247
Mentor(s), 5, 42, 52–53, 55–56, 65, 83–84, 166, 172, 175–176, 179, 203, 221–222, 243, 289–290
building ‘mentor network’, 225–226
development, 283
ideas and guidance for, 134
increasing likelihood of good mentoring experience, 291
learning from feedback, 230
leaving partnership, 292
network, 225–226
practice supervision, 226–228
recruiting, 222–224
refreshing practice, 225–226
selecting, 288–289
supporting action, 143–146
supporting personal development planning, 119–122
tangible rewards for mentoring, 230–231
workshop series, 229
Mentoring, 3–5, 9–10, 21, 23, 26, 37–38, 49, 123, 213, 260, 269–270, 288, 290–292
boundaries, 11–14
career changers, 153–154
choosing match, 254–257
creating matching profiles, 252–254
creating tailored evaluation strategy, 271–279
culture, 35
dispelling mentoring and coaching myths, 195–200
evaluation strategy, 270–271
facilitated by matching profiles, 250–252
facilitated in open forum, 249–250
for good writing habits, 134–137
learning derived through, 270
matching, or pairing, process, 243–252
no return, 263–265
objectives and benefits of, 53
organisational reputation of, 194–195
partnership, 104, 107, 246
peer observation process, 237–238
poor match with mentor, 260–261
programmes, 27–28, 92
radio silence, 262–263
rejecting deficit position for, 50–51
reputation of, 193
schemes in universities, 12–13
self-selection, 247–248
(semi)-random matches, 245–246
skills, 87
theoretical foundations for, 39–42
uncomfortable silences, 265–267
university mentors, 154–156
voluntary participation in, 207
Mentoring Agreement, 175–176, 263–264, 287–288
form, 291
process, 199, 238–239
Mentoring Programme Leaders, 194, 219, 259
Mentoring Programmes, 283
academic and researcher development policies and frameworks, 186–187
creating programme materials, 189–190
current ‘reputation’ of mentoring, 187–188
pilot programme, 188–189
promoting programme, 191–192
review existing provision for target staff group, 187
setting clear aims, 188
sharing data, 190–191
situate programme within educational practice, 189
Mobility, 25
Momentum, 151–152, 170, 173
Negative feedback, 100
Neutral zone, coaching in, 114–115
New beginnings, coaching for, 115
Non-directive coaching approach, 55–56
Observer, 234–235
Occasional stress, 176–177
Occupational Health, 259
Open question, 76
Organisational
learning, 25–26
organisational-level policies, 283
‘Orientation Workshop’ programme, 189, 209–210
Ownership of research ideas, 150–151
Pairing process, 189–190
Paraphrasing, 71–72
Partnerships, 93
Pedagogy, 40–41
Peer observation
of practice, 237–238
process, 237–238
teaching processes, 241
Peer-coaching, 235
People development activities, 191–192
Performance Management, 196–197
Person-centred learning, 194
Personal development planning, 117–118
mentors supporting, 119–122
Personalised development, 21
PhD, 31–32
Planning, 51
empowering intentions, 51–53
rejecting deficit position for mentoring, 50–51
Positive coping, 179
Positive feedback, 100
Positive reinforcement, 172–173
Power privilege, 101
Practice supervision, 226–228
Practice through peer conversations
coaching observation, 237–241
coaching triads, 234–235
ethical dilemmas, 235–237
Principal investigator, 83–84
Proactivity, 163
Problem-solving, 100–101
Processing feedback as coach or mentor, 104–110
Professional accreditations, 223–224
Professional accredited coach or mentor, 83
Professional coaching, 161–162
Professional Development, 26–27
workshops, 234
Professional learning, 296
Professionalisation, 27
Programmatic approaches, 190
Programme Code of Practice, 186–187
Programme Leaders, 186, 190–192, 194, 197, 200–202, 206–207, 209, 219, 224, 227–228, 230, 235, 237–238, 243–246, 250, 260–261, 265, 269–271, 273, 277, 279, 281, 283
Psychological processing, 113–114
Radio silence, 262–263
Rapport, 244
Receiving feedback as coach or mentor, 104–110
Recruitment, 291
Repertories, 56
advice giving, 57–60
advice-based model, 56–57
pros and cons of giving advice, 60–62
sharing experience same as giving advice, 63–64
suggestion, 62–63
‘Reputation’ of mentoring, 187–188
Research staff, 142–143
Research-focused frameworks, 45–46
Researcher developers, 35–36
Researcher Development, 27, 31–32
Researcher Development Framework, 45–46
Researcher Development Impact Framework, 272
Resilience, 151–152
Resources, 122
Self-awareness, 155, 163
Self-care, 197–198
Self-confidence, 150, 155
Self-directed learning, 39–40
Self-directed process of mentor selection, 244–245
Self-evaluation, 70–71
Self-identified learning objectives, 275
Self-reported career, 277
Self-selection processes, 189–190, 247–248
(Semi)-random matches, 245–246
Semi-structured interviews, 272
Sentiments, 275–276
Short-term contractual pressures, 34–35
Signposting, 283
Silence, 77
Skilled Helper Model, 218–219
Skills, 275
training, 35–36
‘Snack writing’, 135
Social media, 191
Solution Focused approach, 134–137
Sounding Board, 66–69
Specialist Careers Advisors, 153–154
Specific, Measurable, Achievable, Realistic and Time-bound (SMART), 126–130
Staff Handbooks, 191–192
Status reporting, 170–171
Stress
occasional, 176–177
signs of, 178
Stressed colleagues
issue of stress, 178–180
signposting to specialist support services, 180–181
Student-centred education, 39–40
Summarising, 71–72
Supervisor, 83–84
Supportive challenge, 72
Sustaining change over time, 169
building accountability and momentum, 170–173
Tangible rewards for mentoring, 230–231
Targeted contact, 222–223
Teaching, 43–46
Team leader, 83–84
Template Agreement Form, 190
Time Management, 125–126
Time-poor colleagues, 125–126
Transformative learning, 41–42
Transitions, 111–113
model, 113–114
Tutors, 83–84
UK Professional Standards Framework, 43–46
Uncertainties, 113
Uncomfortable silences, 265–267
Universal mentoring programme, 287
Universities, 3–4, 20–21, 23–24, 139
University Academic Department, 185–186
University mentors, 154–156
Unproductive coping strategies, 179
Upwards relationships, 141
Values-mapping, 266
Virtual Learning Environment, 226
Visa Advice, 259
Well-being, 121
agenda, 197–198
Working relationships, 141
mentors supporting action, 143–146
Workshop, 121
checking learning and orientation to practice, 219–220
designing, 212–213
framing practice, 213
leader considerations, 218–219
learning activities, 234–235
managing partnership, 215
orientation to mentoring and coaching practice, 213
outlining programme, 217
reflections, 213–218
series, 229
troubleshooting and issues arising, 219
Writing, 133
mentoring for good writing habits, 134–137
to prompts, 135
Ideal mentor
, 254
Important-vs-Urgent prioritisation matrix
, 125–126
Imposter feelings
, 33–34
In-depth qualitative methods
, 271–272
Inner game
, 35–36
Institution(al)
, 162–163
framework
, 186
mentors and coaches
, 235–237
Institutional Code of Practice
, 281, 283
Intentions
, 51–53
International Training Networks
, 33
Interpersonal conflicts
, 139–140
Interview techniques
, 151
Job Descriptions
, 191–192
Judgement
, 70–71
Language matters, 102–103
Lateral relationships, 142
Leadership. See also Skills, 162, 288
development, 161–162, 164–165
learning, 166
objectives, 165
supporting leadership development, 164–165
theory, 162
values, 165–166
vision, 165
Learner-centred education, 39–40
Learner’s narrative, structure and focus within, 69–73
Learning. See also Higher Education (HE), 8, 11, 274, 276
advantage of, 87
conversation, 9–11
cycle, 42
from feedback, 230
in higher education, 43–46
needs, 28
organisations, 19–20
theories and philosophies of, 46
Learning Agreement, 91–92
Listening, 59, 66, 69
Sounding Board, 66–69
structure and focus within learner’s narrative, 69–73
Manager, 83–84
Matching
events, 189–190
facilitated by, 250–252
forms, 189–190
process, 189–190
profiles, 252, 270–271
Mentee(s), 141, 143–144, 203, 236–237, 243, 261, 269–270, 289–290
of deep listening, 69–70
matching profiles, 253
self-selection, 247
Mentor(s), 5, 42, 52–53, 55–56, 65, 83–84, 166, 172, 175–176, 179, 203, 221–222, 243, 289–290
building ‘mentor network’, 225–226
development, 283
ideas and guidance for, 134
increasing likelihood of good mentoring experience, 291
learning from feedback, 230
leaving partnership, 292
network, 225–226
practice supervision, 226–228
recruiting, 222–224
refreshing practice, 225–226
selecting, 288–289
supporting action, 143–146
supporting personal development planning, 119–122
tangible rewards for mentoring, 230–231
workshop series, 229
Mentoring, 3–5, 9–10, 21, 23, 26, 37–38, 49, 123, 213, 260, 269–270, 288, 290–292
boundaries, 11–14
career changers, 153–154
choosing match, 254–257
creating matching profiles, 252–254
creating tailored evaluation strategy, 271–279
culture, 35
dispelling mentoring and coaching myths, 195–200
evaluation strategy, 270–271
facilitated by matching profiles, 250–252
facilitated in open forum, 249–250
for good writing habits, 134–137
learning derived through, 270
matching, or pairing, process, 243–252
no return, 263–265
objectives and benefits of, 53
organisational reputation of, 194–195
partnership, 104, 107, 246
peer observation process, 237–238
poor match with mentor, 260–261
programmes, 27–28, 92
radio silence, 262–263
rejecting deficit position for, 50–51
reputation of, 193
schemes in universities, 12–13
self-selection, 247–248
(semi)-random matches, 245–246
skills, 87
theoretical foundations for, 39–42
uncomfortable silences, 265–267
university mentors, 154–156
voluntary participation in, 207
Mentoring Agreement, 175–176, 263–264, 287–288
form, 291
process, 199, 238–239
Mentoring Programme Leaders, 194, 219, 259
Mentoring Programmes, 283
academic and researcher development policies and frameworks, 186–187
creating programme materials, 189–190
current ‘reputation’ of mentoring, 187–188
pilot programme, 188–189
promoting programme, 191–192
review existing provision for target staff group, 187
setting clear aims, 188
sharing data, 190–191
situate programme within educational practice, 189
Mobility, 25
Momentum, 151–152, 170, 173
Negative feedback, 100
Neutral zone, coaching in, 114–115
New beginnings, coaching for, 115
Non-directive coaching approach, 55–56
Observer, 234–235
Occasional stress, 176–177
Occupational Health, 259
Open question, 76
Organisational
learning, 25–26
organisational-level policies, 283
‘Orientation Workshop’ programme, 189, 209–210
Ownership of research ideas, 150–151
Pairing process, 189–190
Paraphrasing, 71–72
Partnerships, 93
Pedagogy, 40–41
Peer observation
of practice, 237–238
process, 237–238
teaching processes, 241
Peer-coaching, 235
People development activities, 191–192
Performance Management, 196–197
Person-centred learning, 194
Personal development planning, 117–118
mentors supporting, 119–122
Personalised development, 21
PhD, 31–32
Planning, 51
empowering intentions, 51–53
rejecting deficit position for mentoring, 50–51
Positive coping, 179
Positive feedback, 100
Positive reinforcement, 172–173
Power privilege, 101
Practice supervision, 226–228
Practice through peer conversations
coaching observation, 237–241
coaching triads, 234–235
ethical dilemmas, 235–237
Principal investigator, 83–84
Proactivity, 163
Problem-solving, 100–101
Processing feedback as coach or mentor, 104–110
Professional accreditations, 223–224
Professional accredited coach or mentor, 83
Professional coaching, 161–162
Professional Development, 26–27
workshops, 234
Professional learning, 296
Professionalisation, 27
Programmatic approaches, 190
Programme Code of Practice, 186–187
Programme Leaders, 186, 190–192, 194, 197, 200–202, 206–207, 209, 219, 224, 227–228, 230, 235, 237–238, 243–246, 250, 260–261, 265, 269–271, 273, 277, 279, 281, 283
Psychological processing, 113–114
Radio silence, 262–263
Rapport, 244
Receiving feedback as coach or mentor, 104–110
Recruitment, 291
Repertories, 56
advice giving, 57–60
advice-based model, 56–57
pros and cons of giving advice, 60–62
sharing experience same as giving advice, 63–64
suggestion, 62–63
‘Reputation’ of mentoring, 187–188
Research staff, 142–143
Research-focused frameworks, 45–46
Researcher developers, 35–36
Researcher Development, 27, 31–32
Researcher Development Framework, 45–46
Researcher Development Impact Framework, 272
Resilience, 151–152
Resources, 122
Self-awareness, 155, 163
Self-care, 197–198
Self-confidence, 150, 155
Self-directed learning, 39–40
Self-directed process of mentor selection, 244–245
Self-evaluation, 70–71
Self-identified learning objectives, 275
Self-reported career, 277
Self-selection processes, 189–190, 247–248
(Semi)-random matches, 245–246
Semi-structured interviews, 272
Sentiments, 275–276
Short-term contractual pressures, 34–35
Signposting, 283
Silence, 77
Skilled Helper Model, 218–219
Skills, 275
training, 35–36
‘Snack writing’, 135
Social media, 191
Solution Focused approach, 134–137
Sounding Board, 66–69
Specialist Careers Advisors, 153–154
Specific, Measurable, Achievable, Realistic and Time-bound (SMART), 126–130
Staff Handbooks, 191–192
Status reporting, 170–171
Stress
occasional, 176–177
signs of, 178
Stressed colleagues
issue of stress, 178–180
signposting to specialist support services, 180–181
Student-centred education, 39–40
Summarising, 71–72
Supervisor, 83–84
Supportive challenge, 72
Sustaining change over time, 169
building accountability and momentum, 170–173
Tangible rewards for mentoring, 230–231
Targeted contact, 222–223
Teaching, 43–46
Team leader, 83–84
Template Agreement Form, 190
Time Management, 125–126
Time-poor colleagues, 125–126
Transformative learning, 41–42
Transitions, 111–113
model, 113–114
Tutors, 83–84
UK Professional Standards Framework, 43–46
Uncertainties, 113
Uncomfortable silences, 265–267
Universal mentoring programme, 287
Universities, 3–4, 20–21, 23–24, 139
University Academic Department, 185–186
University mentors, 154–156
Unproductive coping strategies, 179
Upwards relationships, 141
Values-mapping, 266
Virtual Learning Environment, 226
Visa Advice, 259
Well-being, 121
agenda, 197–198
Working relationships, 141
mentors supporting action, 143–146
Workshop, 121
checking learning and orientation to practice, 219–220
designing, 212–213
framing practice, 213
leader considerations, 218–219
learning activities, 234–235
managing partnership, 215
orientation to mentoring and coaching practice, 213
outlining programme, 217
reflections, 213–218
series, 229
troubleshooting and issues arising, 219
Writing, 133
mentoring for good writing habits, 134–137
to prompts, 135
Language matters
, 102–103
Lateral relationships
, 142
Leadership. See also Skills
, 162, 288
development
, 161–162, 164–165
learning
, 166
objectives
, 165
supporting leadership development
, 164–165
theory
, 162
values
, 165–166
vision
, 165
Learner-centred education
, 39–40
Learner’s narrative, structure and focus within
, 69–73
Learning. See also Higher Education (HE)
, 8, 11, 274, 276
advantage of
, 87
conversation
, 9–11
cycle
, 42
from feedback
, 230
in higher education
, 43–46
needs
, 28
organisations
, 19–20
theories and philosophies of
, 46
Learning Agreement
, 91–92
Listening
, 59, 66, 69
Sounding Board
, 66–69
structure and focus within learner’s narrative
, 69–73
Manager
, 83–84
Matching
events
, 189–190
facilitated by
, 250–252
forms
, 189–190
process
, 189–190
profiles
, 252, 270–271
Mentee(s)
, 141, 143–144, 203, 236–237, 243, 261, 269–270, 289–290
of deep listening
, 69–70
matching profiles
, 253
self-selection
, 247
Mentor(s)
, 5, 42, 52–53, 55–56, 65, 83–84, 166, 172, 175–176, 179, 203, 221–222, 243, 289–290
building ‘mentor network’
, 225–226
development
, 283
ideas and guidance for
, 134
increasing likelihood of good mentoring experience
, 291
learning from feedback
, 230
leaving partnership
, 292
network
, 225–226
practice supervision
, 226–228
recruiting
, 222–224
refreshing practice
, 225–226
selecting
, 288–289
supporting action
, 143–146
supporting personal development planning
, 119–122
tangible rewards for mentoring
, 230–231
workshop series
, 229
Mentoring
, 3–5, 9–10, 21, 23, 26, 37–38, 49, 123, 213, 260, 269–270, 288, 290–292
boundaries
, 11–14
career changers
, 153–154
choosing match
, 254–257
creating matching profiles
, 252–254
creating tailored evaluation strategy
, 271–279
culture
, 35
dispelling mentoring and coaching myths
, 195–200
evaluation strategy
, 270–271
facilitated by matching profiles
, 250–252
facilitated in open forum
, 249–250
for good writing habits
, 134–137
learning derived through
, 270
matching, or pairing, process
, 243–252
no return
, 263–265
objectives and benefits of
, 53
organisational reputation of
, 194–195
partnership
, 104, 107, 246
peer observation process
, 237–238
poor match with mentor
, 260–261
programmes
, 27–28, 92
radio silence
, 262–263
rejecting deficit position for
, 50–51
reputation of
, 193
schemes in universities
, 12–13
self-selection
, 247–248
(semi)-random matches
, 245–246
skills
, 87
theoretical foundations for
, 39–42
uncomfortable silences
, 265–267
university mentors
, 154–156
voluntary participation in
, 207
Mentoring Agreement
, 175–176, 263–264, 287–288
form
, 291
process
, 199, 238–239
Mentoring Programme Leaders
, 194, 219, 259
Mentoring Programmes
, 283
academic and researcher development policies and frameworks
, 186–187
creating programme materials
, 189–190
current ‘reputation’ of mentoring
, 187–188
pilot programme
, 188–189
promoting programme
, 191–192
review existing provision for target staff group
, 187
setting clear aims
, 188
sharing data
, 190–191
situate programme within educational practice
, 189
Mobility
, 25
Momentum
, 151–152, 170, 173
Negative feedback, 100
Neutral zone, coaching in, 114–115
New beginnings, coaching for, 115
Non-directive coaching approach, 55–56
Observer, 234–235
Occasional stress, 176–177
Occupational Health, 259
Open question, 76
Organisational
learning, 25–26
organisational-level policies, 283
‘Orientation Workshop’ programme, 189, 209–210
Ownership of research ideas, 150–151
Pairing process, 189–190
Paraphrasing, 71–72
Partnerships, 93
Pedagogy, 40–41
Peer observation
of practice, 237–238
process, 237–238
teaching processes, 241
Peer-coaching, 235
People development activities, 191–192
Performance Management, 196–197
Person-centred learning, 194
Personal development planning, 117–118
mentors supporting, 119–122
Personalised development, 21
PhD, 31–32
Planning, 51
empowering intentions, 51–53
rejecting deficit position for mentoring, 50–51
Positive coping, 179
Positive feedback, 100
Positive reinforcement, 172–173
Power privilege, 101
Practice supervision, 226–228
Practice through peer conversations
coaching observation, 237–241
coaching triads, 234–235
ethical dilemmas, 235–237
Principal investigator, 83–84
Proactivity, 163
Problem-solving, 100–101
Processing feedback as coach or mentor, 104–110
Professional accreditations, 223–224
Professional accredited coach or mentor, 83
Professional coaching, 161–162
Professional Development, 26–27
workshops, 234
Professional learning, 296
Professionalisation, 27
Programmatic approaches, 190
Programme Code of Practice, 186–187
Programme Leaders, 186, 190–192, 194, 197, 200–202, 206–207, 209, 219, 224, 227–228, 230, 235, 237–238, 243–246, 250, 260–261, 265, 269–271, 273, 277, 279, 281, 283
Psychological processing, 113–114
Radio silence, 262–263
Rapport, 244
Receiving feedback as coach or mentor, 104–110
Recruitment, 291
Repertories, 56
advice giving, 57–60
advice-based model, 56–57
pros and cons of giving advice, 60–62
sharing experience same as giving advice, 63–64
suggestion, 62–63
‘Reputation’ of mentoring, 187–188
Research staff, 142–143
Research-focused frameworks, 45–46
Researcher developers, 35–36
Researcher Development, 27, 31–32
Researcher Development Framework, 45–46
Researcher Development Impact Framework, 272
Resilience, 151–152
Resources, 122
Self-awareness, 155, 163
Self-care, 197–198
Self-confidence, 150, 155
Self-directed learning, 39–40
Self-directed process of mentor selection, 244–245
Self-evaluation, 70–71
Self-identified learning objectives, 275
Self-reported career, 277
Self-selection processes, 189–190, 247–248
(Semi)-random matches, 245–246
Semi-structured interviews, 272
Sentiments, 275–276
Short-term contractual pressures, 34–35
Signposting, 283
Silence, 77
Skilled Helper Model, 218–219
Skills, 275
training, 35–36
‘Snack writing’, 135
Social media, 191
Solution Focused approach, 134–137
Sounding Board, 66–69
Specialist Careers Advisors, 153–154
Specific, Measurable, Achievable, Realistic and Time-bound (SMART), 126–130
Staff Handbooks, 191–192
Status reporting, 170–171
Stress
occasional, 176–177
signs of, 178
Stressed colleagues
issue of stress, 178–180
signposting to specialist support services, 180–181
Student-centred education, 39–40
Summarising, 71–72
Supervisor, 83–84
Supportive challenge, 72
Sustaining change over time, 169
building accountability and momentum, 170–173
Tangible rewards for mentoring, 230–231
Targeted contact, 222–223
Teaching, 43–46
Team leader, 83–84
Template Agreement Form, 190
Time Management, 125–126
Time-poor colleagues, 125–126
Transformative learning, 41–42
Transitions, 111–113
model, 113–114
Tutors, 83–84
UK Professional Standards Framework, 43–46
Uncertainties, 113
Uncomfortable silences, 265–267
Universal mentoring programme, 287
Universities, 3–4, 20–21, 23–24, 139
University Academic Department, 185–186
University mentors, 154–156
Unproductive coping strategies, 179
Upwards relationships, 141
Values-mapping, 266
Virtual Learning Environment, 226
Visa Advice, 259
Well-being, 121
agenda, 197–198
Working relationships, 141
mentors supporting action, 143–146
Workshop, 121
checking learning and orientation to practice, 219–220
designing, 212–213
framing practice, 213
leader considerations, 218–219
learning activities, 234–235
managing partnership, 215
orientation to mentoring and coaching practice, 213
outlining programme, 217
reflections, 213–218
series, 229
troubleshooting and issues arising, 219
Writing, 133
mentoring for good writing habits, 134–137
to prompts, 135
Negative feedback
, 100
Neutral zone, coaching in
, 114–115
New beginnings, coaching for
, 115
Non-directive coaching approach
, 55–56
Observer
, 234–235
Occasional stress
, 176–177
Occupational Health
, 259
Open question
, 76
Organisational
learning
, 25–26
organisational-level policies
, 283
‘Orientation Workshop’ programme
, 189, 209–210
Ownership of research ideas
, 150–151
Pairing process, 189–190
Paraphrasing, 71–72
Partnerships, 93
Pedagogy, 40–41
Peer observation
of practice, 237–238
process, 237–238
teaching processes, 241
Peer-coaching, 235
People development activities, 191–192
Performance Management, 196–197
Person-centred learning, 194
Personal development planning, 117–118
mentors supporting, 119–122
Personalised development, 21
PhD, 31–32
Planning, 51
empowering intentions, 51–53
rejecting deficit position for mentoring, 50–51
Positive coping, 179
Positive feedback, 100
Positive reinforcement, 172–173
Power privilege, 101
Practice supervision, 226–228
Practice through peer conversations
coaching observation, 237–241
coaching triads, 234–235
ethical dilemmas, 235–237
Principal investigator, 83–84
Proactivity, 163
Problem-solving, 100–101
Processing feedback as coach or mentor, 104–110
Professional accreditations, 223–224
Professional accredited coach or mentor, 83
Professional coaching, 161–162
Professional Development, 26–27
workshops, 234
Professional learning, 296
Professionalisation, 27
Programmatic approaches, 190
Programme Code of Practice, 186–187
Programme Leaders, 186, 190–192, 194, 197, 200–202, 206–207, 209, 219, 224, 227–228, 230, 235, 237–238, 243–246, 250, 260–261, 265, 269–271, 273, 277, 279, 281, 283
Psychological processing, 113–114
Radio silence, 262–263
Rapport, 244
Receiving feedback as coach or mentor, 104–110
Recruitment, 291
Repertories, 56
advice giving, 57–60
advice-based model, 56–57
pros and cons of giving advice, 60–62
sharing experience same as giving advice, 63–64
suggestion, 62–63
‘Reputation’ of mentoring, 187–188
Research staff, 142–143
Research-focused frameworks, 45–46
Researcher developers, 35–36
Researcher Development, 27, 31–32
Researcher Development Framework, 45–46
Researcher Development Impact Framework, 272
Resilience, 151–152
Resources, 122
Self-awareness, 155, 163
Self-care, 197–198
Self-confidence, 150, 155
Self-directed learning, 39–40
Self-directed process of mentor selection, 244–245
Self-evaluation, 70–71
Self-identified learning objectives, 275
Self-reported career, 277
Self-selection processes, 189–190, 247–248
(Semi)-random matches, 245–246
Semi-structured interviews, 272
Sentiments, 275–276
Short-term contractual pressures, 34–35
Signposting, 283
Silence, 77
Skilled Helper Model, 218–219
Skills, 275
training, 35–36
‘Snack writing’, 135
Social media, 191
Solution Focused approach, 134–137
Sounding Board, 66–69
Specialist Careers Advisors, 153–154
Specific, Measurable, Achievable, Realistic and Time-bound (SMART), 126–130
Staff Handbooks, 191–192
Status reporting, 170–171
Stress
occasional, 176–177
signs of, 178
Stressed colleagues
issue of stress, 178–180
signposting to specialist support services, 180–181
Student-centred education, 39–40
Summarising, 71–72
Supervisor, 83–84
Supportive challenge, 72
Sustaining change over time, 169
building accountability and momentum, 170–173
Tangible rewards for mentoring, 230–231
Targeted contact, 222–223
Teaching, 43–46
Team leader, 83–84
Template Agreement Form, 190
Time Management, 125–126
Time-poor colleagues, 125–126
Transformative learning, 41–42
Transitions, 111–113
model, 113–114
Tutors, 83–84
UK Professional Standards Framework, 43–46
Uncertainties, 113
Uncomfortable silences, 265–267
Universal mentoring programme, 287
Universities, 3–4, 20–21, 23–24, 139
University Academic Department, 185–186
University mentors, 154–156
Unproductive coping strategies, 179
Upwards relationships, 141
Values-mapping, 266
Virtual Learning Environment, 226
Visa Advice, 259
Well-being, 121
agenda, 197–198
Working relationships, 141
mentors supporting action, 143–146
Workshop, 121
checking learning and orientation to practice, 219–220
designing, 212–213
framing practice, 213
leader considerations, 218–219
learning activities, 234–235
managing partnership, 215
orientation to mentoring and coaching practice, 213
outlining programme, 217
reflections, 213–218
series, 229
troubleshooting and issues arising, 219
Writing, 133
mentoring for good writing habits, 134–137
to prompts, 135
Pairing process
, 189–190
Paraphrasing
, 71–72
Partnerships
, 93
Pedagogy
, 40–41
Peer observation
of practice
, 237–238
process
, 237–238
teaching processes
, 241
Peer-coaching
, 235
People development activities
, 191–192
Performance Management
, 196–197
Person-centred learning
, 194
Personal development planning
, 117–118
mentors supporting
, 119–122
Personalised development
, 21
PhD
, 31–32
Planning
, 51
empowering intentions
, 51–53
rejecting deficit position for mentoring
, 50–51
Positive coping
, 179
Positive feedback
, 100
Positive reinforcement
, 172–173
Power privilege
, 101
Practice supervision
, 226–228
Practice through peer conversations
coaching observation
, 237–241
coaching triads
, 234–235
ethical dilemmas
, 235–237
Principal investigator
, 83–84
Proactivity
, 163
Problem-solving
, 100–101
Processing feedback as coach or mentor
, 104–110
Professional accreditations
, 223–224
Professional accredited coach or mentor
, 83
Professional coaching
, 161–162
Professional Development
, 26–27
workshops
, 234
Professional learning
, 296
Professionalisation
, 27
Programmatic approaches
, 190
Programme Code of Practice
, 186–187
Programme Leaders
, 186, 190–192, 194, 197, 200–202, 206–207, 209, 219, 224, 227–228, 230, 235, 237–238, 243–246, 250, 260–261, 265, 269–271, 273, 277, 279, 281, 283
Psychological processing
, 113–114
Radio silence
, 262–263
Rapport
, 244
Receiving feedback as coach or mentor
, 104–110
Recruitment
, 291
Repertories
, 56
advice giving
, 57–60
advice-based model
, 56–57
pros and cons of giving advice
, 60–62
sharing experience same as giving advice
, 63–64
suggestion
, 62–63
‘Reputation’ of mentoring
, 187–188
Research staff
, 142–143
Research-focused frameworks
, 45–46
Researcher developers
, 35–36
Researcher Development
, 27, 31–32
Researcher Development Framework
, 45–46
Researcher Development Impact Framework
, 272
Resilience
, 151–152
Resources
, 122
Self-awareness, 155, 163
Self-care, 197–198
Self-confidence, 150, 155
Self-directed learning, 39–40
Self-directed process of mentor selection, 244–245
Self-evaluation, 70–71
Self-identified learning objectives, 275
Self-reported career, 277
Self-selection processes, 189–190, 247–248
(Semi)-random matches, 245–246
Semi-structured interviews, 272
Sentiments, 275–276
Short-term contractual pressures, 34–35
Signposting, 283
Silence, 77
Skilled Helper Model, 218–219
Skills, 275
training, 35–36
‘Snack writing’, 135
Social media, 191
Solution Focused approach, 134–137
Sounding Board, 66–69
Specialist Careers Advisors, 153–154
Specific, Measurable, Achievable, Realistic and Time-bound (SMART), 126–130
Staff Handbooks, 191–192
Status reporting, 170–171
Stress
occasional, 176–177
signs of, 178
Stressed colleagues
issue of stress, 178–180
signposting to specialist support services, 180–181
Student-centred education, 39–40
Summarising, 71–72
Supervisor, 83–84
Supportive challenge, 72
Sustaining change over time, 169
building accountability and momentum, 170–173
Tangible rewards for mentoring, 230–231
Targeted contact, 222–223
Teaching, 43–46
Team leader, 83–84
Template Agreement Form, 190
Time Management, 125–126
Time-poor colleagues, 125–126
Transformative learning, 41–42
Transitions, 111–113
model, 113–114
Tutors, 83–84
UK Professional Standards Framework, 43–46
Uncertainties, 113
Uncomfortable silences, 265–267
Universal mentoring programme, 287
Universities, 3–4, 20–21, 23–24, 139
University Academic Department, 185–186
University mentors, 154–156
Unproductive coping strategies, 179
Upwards relationships, 141
Values-mapping, 266
Virtual Learning Environment, 226
Visa Advice, 259
Well-being, 121
agenda, 197–198
Working relationships, 141
mentors supporting action, 143–146
Workshop, 121
checking learning and orientation to practice, 219–220
designing, 212–213
framing practice, 213
leader considerations, 218–219
learning activities, 234–235
managing partnership, 215
orientation to mentoring and coaching practice, 213
outlining programme, 217
reflections, 213–218
series, 229
troubleshooting and issues arising, 219
Writing, 133
mentoring for good writing habits, 134–137
to prompts, 135
Self-awareness
, 155, 163
Self-care
, 197–198
Self-confidence
, 150, 155
Self-directed learning
, 39–40
Self-directed process of mentor selection
, 244–245
Self-evaluation
, 70–71
Self-identified learning objectives
, 275
Self-reported career
, 277
Self-selection processes
, 189–190, 247–248
(Semi)-random matches
, 245–246
Semi-structured interviews
, 272
Sentiments
, 275–276
Short-term contractual pressures
, 34–35
Signposting
, 283
Silence
, 77
Skilled Helper Model
, 218–219
Skills
, 275
training
, 35–36
‘Snack writing’
, 135
Social media
, 191
Solution Focused approach
, 134–137
Sounding Board
, 66–69
Specialist Careers Advisors
, 153–154
Specific, Measurable, Achievable, Realistic and Time-bound (SMART)
, 126–130
Staff Handbooks
, 191–192
Status reporting
, 170–171
Stress
occasional
, 176–177
signs of
, 178
Stressed colleagues
issue of stress
, 178–180
signposting to specialist support services
, 180–181
Student-centred education
, 39–40
Summarising
, 71–72
Supervisor
, 83–84
Supportive challenge
, 72
Sustaining change over time
, 169
building accountability and momentum
, 170–173
Tangible rewards for mentoring
, 230–231
Targeted contact
, 222–223
Teaching
, 43–46
Team leader
, 83–84
Template Agreement Form
, 190
Time Management
, 125–126
Time-poor colleagues
, 125–126
Transformative learning
, 41–42
Transitions
, 111–113
model
, 113–114
Tutors
, 83–84
UK Professional Standards Framework, 43–46
Uncertainties, 113
Uncomfortable silences, 265–267
Universal mentoring programme, 287
Universities, 3–4, 20–21, 23–24, 139
University Academic Department, 185–186
University mentors, 154–156
Unproductive coping strategies, 179
Upwards relationships, 141
Values-mapping, 266
Virtual Learning Environment, 226
Visa Advice, 259
Well-being, 121
agenda, 197–198
Working relationships, 141
mentors supporting action, 143–146
Workshop, 121
checking learning and orientation to practice, 219–220
designing, 212–213
framing practice, 213
leader considerations, 218–219
learning activities, 234–235
managing partnership, 215
orientation to mentoring and coaching practice, 213
outlining programme, 217
reflections, 213–218
series, 229
troubleshooting and issues arising, 219
Writing, 133
mentoring for good writing habits, 134–137
to prompts, 135
UK Professional Standards Framework
, 43–46
Uncertainties
, 113
Uncomfortable silences
, 265–267
Universal mentoring programme
, 287
Universities
, 3–4, 20–21, 23–24, 139
University Academic Department
, 185–186
University mentors
, 154–156
Unproductive coping strategies
, 179
Upwards relationships
, 141
Values-mapping
, 266
Virtual Learning Environment
, 226
Visa Advice
, 259
Well-being, 121
agenda, 197–198
Working relationships, 141
mentors supporting action, 143–146
Workshop, 121
checking learning and orientation to practice, 219–220
designing, 212–213
framing practice, 213
leader considerations, 218–219
learning activities, 234–235
managing partnership, 215
orientation to mentoring and coaching practice, 213
outlining programme, 217
reflections, 213–218
series, 229
troubleshooting and issues arising, 219
Writing, 133
mentoring for good writing habits, 134–137
to prompts, 135
Well-being
, 121
agenda
, 197–198
Working relationships
, 141
mentors supporting action
, 143–146
Workshop
, 121
checking learning and orientation to practice
, 219–220
designing
, 212–213
framing practice
, 213
leader considerations
, 218–219
learning activities
, 234–235
managing partnership
, 215
orientation to mentoring and coaching practice
, 213
outlining programme
, 217
reflections
, 213–218
series
, 229
troubleshooting and issues arising
, 219
Writing
, 133
mentoring for good writing habits
, 134–137
to prompts
, 135
- Prelims
- Section 1
- 1 Coaching and Mentoring: Concepts and Terminologies Explored
- 2 Contextualising Mentoring and Coaching – Examining the Role of Universities and Higher Education
- 3 The Academic Context for Mentoring and Coaching
- 4 A Doctorate Is No Longer Enough
- 5 Situating Mentoring and Coaching within Educational Practice
- 6 Placing the Focus on Planning, Not Problems
- 7 Building Repertories of Practice ‘Beyond Advice’
- 8 Amplifying the Learner's Voice
- 9 What Makes a Good Coaching Question?
- 10 Using a Coaching Style as Principal Investigator, Supervisor or Manager
- Section 2
- 11 Creating Agreement and Alignment
- 12 Giving and Receiving Feedback: Coaching Style
- 13 Supporting through Change and Transitions
- 14 Supporting Personal Development Planning
- 15 Enabling Efficiency and Effectiveness
- 16 Building Productive Writing Habits
- 17 Shaping and Managing Working Relationships
- 18 Gaining First Funding and Research Independence
- 19 Mentoring Career Changers
- 20 Developing Leadership Capabilities
- 21 Sustaining Change Over Time
- 22 Supporting Stressed Colleagues
- Section 3
- 23 Designing and Launching a Mentoring Programme
- 24 The Reputation of Coaching and Mentoring
- 25 Aligning Your Programme with Humanistic Principles
- 26 Designing a Workshop: Orientation to Practice
- 27 How to Recruit, Retain and Develop Your Coaches and Mentors
- 28 Enhancing Practice through Peer Conversations
- 29 Matching Mentoring and Coaching Pairs
- 30 Anticipating Disengagement from Mentoring and Coaching
- 31 Evaluating Mentoring and Coaching
- 32 An Institutional Code of Practice
- 33 How to Find and Recruit Your Own Mentor?
- Concluding Thoughts
- Index