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