Essentials of a good relationship

Clare Nankivell introduces the report of an investigation into mentoring in staff development, published by the British Library.

A 14-month investigation into mentoring as a staff development tool in library and information services (LIS) has recently been concluded. The project was conceived by the Personnel, Training and Education Group (PTEG) of the Library Association and conducted by the Centre for Information Research and Training (CIRT) in the Faculty of Computing and Information Studies, University of Central England. The project investigated mentoring across the LIS sectors using questionnaires and interviews. The report, available from the British Library,¹ contains full project details plus conclusions, recommendations and guidelines. A separate publication of guidelines and case studies is currently being written.

Essential elements of good practice

For a successful mentoring relationship the following elements must be present:

The relationship should be between two individuals, not groups.
The partners in the relationship must get on well together.
There must be mutual respect between the partners.
Each partner should be committed to the relationship.
The structure of the relationship should be agreed and include such factors as length, frequency and place of meetings, and regular review of progress and development.
Each partner's motives behind, and objectives for, participating in the relationship, should be understood by the other.

Key conclusions

The value of mentoring

The research findings show that mentoring can be an extremely valuable tool for change and development of individuals and the profession.

Four types of mentoring

Mentoring for career development - to help me gain promotion or move on.
Mentoring for specific skills - to coach me.
Mentoring for new recruits - to help me get to know the organisation.
Mentoring for professional contacts - to help me network and reduce professional isolation in my post.

Sectional distinctions

Each of the LIS sectors examined had distinct features in the methods and approaches to support and development of staff. Demand for mentoring in LIS The research found considerable interest in, and demand for, mentoring in LIS. Currently much of the professional support provided outside organisations is met through LA groups, training courses and chartership supervisors.

Organisational schemes and the individual

Organisational schemes do not always provide a complete 'fit' for individuals' mentoring objectives. Informal mentoring relationships are more likely to fulfil individual needs but organisational needs may then be ignored.

Professional infrastructure for mentoring

The LIS profession does not currently have an infrastructure for mentoring although the potential for this is apparent from the research.

Mentoring as a process

It is very important that mentoring is recognised as a process rather than an event - it is this which distinguishes it from many other forms of staff development.

The learner's input

Mentoring requires more input from learners than many other support methods. Learners can be expected to initiate and set up mentoring relationships, make time for them, show commitment to their success, and review them themselves.

References

1 Nankivell, C. & Shoolbred, M. Mentoring in Library and Information Services: an approach to staff support (British Library Research and Innovation Report 20). British Library Research and Innovation Centre, 1996.

Clare Nankivell works at the Centre for Information Research and Training, School of Information Studies, University of Central England.

Feedback or comments on the contents of the printed
Record or on the Record Web pages are welcomed

record@la-hq.org.uk