Welcome to your Mentee Journey

Thank you for undertaking the ALDinHE Mentoring Scheme – we are delighted to welcome you to the programme. On this website, you will find all the essential information regarding the mentoring support for ALDinHE members. There is also a section on resources with links to valuable external supporting materials.

The ALDinHE Mentoring Scheme aims to provide learning developers with an opportunity to draw on the knowledge and experience of other colleagues to enhancing practice within learning development through being mentored. Our ambition is to support mutually beneficial professional relationships and bring compassion and generosity into our working environments.

ALDinHE Mentoring Scheme

ALDinHE 5 values — Click image to enlarge.

The ALDinHE Mentoring Scheme aims to provide career and professional development support to ALDinHE members.

It offers an opportunity to work with and be guided by like-minded professionals who share ALDinHE values and are keen to promote sound mentoring principles.

Mentoring Scheme Model

The ALDinHE Mentoring Scheme involves three main roles: in addition to the Mentor and the Mentee, we offer support and advice through the role of the ALDinHE Partner.

The Partner will be assigned to each mentoring relationship with the aim of facilitating it and serving as the main contact, advisor, and mediator.

Guiding Principles

Partnership and avoidance of hierarchies

In contrast to traditional mentoring paradigms, in which the mentor transfers knowledge and skills to a less experienced ‘protégé’, we endorse a developmental model in which mentoring can be viewed as a ‘learning partnership’ (Zachary, 2012). Both mentor and mentee are thus mutually responsible for the construction of an effective relationship. Furthermore, hierarchies should be avoided; whilst the mentor may be more experienced in certain professional domains, the mentee’s perspectives and talents should be similarly valued. As Smith (1990) suggests, this removal of hierarchies can facilitate the mutual support and collaboration necessary for effective learning.

Shared responsibility and reciprocal learning

In line with a partnership approach, developmental gains should be reciprocal and mutually enriching. Responsibility for defining learning goals should therefore be shared rather than assumed exclusively by the mentor. Adopting this approach, the mentor may be viewed as a guide or supporter while the mentee is encouraged to take on an active stance (Searby, 2014). In this way, the focus is on what both participants in the partnership can learn from it, and this learning should be captured in the reflective accounts submitted.

Trust and confidentiality

Trust is amongst the most frequently mentioned quality indicators for successful mentoring partnerships (Castanheira, 2016). As learning developers, participants are likely to be experienced in building trust through, for example: active, non-judgemental listening; demonstrating a positive outlook; supporting critical reflection; and respecting confidentiality. Confidentiality is undoubtedly a critical factor in the establishment of trust and should only be broken where there is an ethical concern (e.g. the mentee is in physical or mental danger).

Generosity

Linked to themes of sharing and trust, we encourage mentors (and mentees) to be generous with their resources and insights. In line with research highlighting the value of benevolence in mentoring (Leck and Orser, 2013), we believe that generosity (e.g. giving time, delivering thoughtful dialogic feedback, providing opportunities for reflection, openly sharing experiences and professional contacts) helps to build trust and positive mentoring experiences.

Reflective practice

As is recognised in many educational professional standards frameworks, reflective practice is central to determining the extent to which learning has taken place. Indeed, without facilitated reflection, consolidated learning may not occur (Thompson, 2001). Reflective practice is thus a core element of the programme and is required of both mentors and mentees at all stages of their developmental journeys.

Top Tip

These guiding principles are included in the mentoring agreement template provided.
Please talk through each one with your Mentor.

Proceed to stage 1

Contact Details

If you have questions at any time, please contact us at admin@aldinhe.ac.uk.

Welcome to your Mentee Journey

ALDinHE Mentoring Scheme

Mentoring Scheme Model

Guiding Principles

Top Tip

Contact Details

ALDinHE

Support

Development

Research