BUILDING CAPACITY TO USE RESEARCH EVIDENCE

BUILDING CAPACITY TO USE RESEARCH EVIDENCE Mentorship guide University of Johannesburg, South Africa September 2014 This document should be cited as: UJ-BCURE (2014, Sept) Mentorship guide. University of Johannesburg. Published via the Africa Evidence Network. www.africaevidencenetwork.org/ We welcome feedback on this guide. Please email any comments to: cfar@uj.ac.za This work is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/4.0/. 1

Table of Contents Introduction... 3 Table 1: Work package for the mentoring phases that UJ-BCURE will undertake.... 3 Reference documents... 3 Scope and goals... 4 The mentor-mentee relationship... 4 Budget... 5 The facilitator... 5 Guidance for mentees... 5 Things to consider:... 5 The mentee takes the responsibility to:... 7 Maintaining mentoring support required after the programme has ended... 7 Mentee s evaluation report... 8 Guidance for mentors... 8 Things to consider... 8 Mentor s evaluation report... 10 Agreement of mentor and mentee partnership... 11 2

Introduction The UK Department for International Development (DfID) has identified a need in many African countries for solutions that address poverty combined with better evidence-informed decision-making (EIDM) across public institutions. The UK DfID has funded the University of Johannesburg s Building Capacity to Use Research Evidence (UJ-BCURE) programme, which started at the beginning of 2014. The UJ-BCURE programme is hosted by the Centre for Anthropological Research and will offer technical assistance to the South African and Malawian governments until December 2016 (see Table 1 for more details). Over the course of the three-year UJ-BCURE programme, the technical assistance given to the governments of South Africa and Malawi will include employing innovative ways of building capacity to use evidence in decisionmaking. This innovative way of building capacity will include tools, systems, and processes occurring in three phases: 1. Training and seminar programmes that will that range from introductory awareness-raising sessions for senior civil servants to programmes focussing on advanced skills in accessing, appraising, and synthesising evidence for technical staff within government. These training and seminar programmes will also include workshop sessions; 2. A secondment programme focused on the adaptation and implementation of learning within government officials work environment(s); and 3. Mentorship(s) for government decision-makers in a one-on-one environment that enables individual capacity building. This document outlines the objectives, activities, schedule, and deliverables of the mentorship programme as well as the programme s resource requirements. Table 1: Work package for the mentoring phases that UJ-BCURE will undertake. Key milestones First phase of mentoring programme in South Africa (in year 1) Delivery of three further phases of mentoring in South Africa (in years 2 and 3) Delivery of four phases of mentoring in Malawi (in years 2 and 3) Number of individuals or teams mentored in each year Year 1 Year 2 Year 3 South Africa 5 10 5 Malawi - 10 10 Reference documents This mentorship document should be read in conjunction with the following documents: (1) Landscape reviews: The landscape review for South Africa has been published (An overview of role players facilitating evidence-informed decision-making in South Africa. Johannesburg: UJ- BCURE, Centre for Anthropological Research, University of Johannesburg. 2014. Available from: http://www.africaevidencenetwork.org/wp-content/uploads/2014/08/ Landscape-Review-of- Role-players-in-Evidence-Use-in-South-Africa.pdf). The landscape review for Malawi will be published in November 2014. (2) Needs assessment reports: A needs assessment to identify strategic gaps and establish priorities 3

for capacity building within the government departments of South Africa was completed in June 2014. A needs assessment report for Malawian government departments will be completed in late 2014. (3) Our plan for piloting those resources, available in late 2014. (4) A separate secondment guide. Scope and goals The overall goal of the UJ-BCURE programme is to build a sustainable model of EIDM support that will benefit the wider South African and Malawian governments. An important activity of the programme is a mentorship arrangement for up to 40 people from government between October 2014 and December 2016. Mentors may be based locally, regionally, or internationally, although it is preferred that the mentorship take place closer to the mentee s place of work. The mentorships will include senior-level public officials within the South African and Malawian governments, including senior managers / advisors, directors, chief directors, deputy director generals, and possibly director generals (collectively called managers). The mentor-mentee relationship By definition, a mentor is an experienced individual that serves as a trusted counsellor and / or loyal adviser who helps and guides another individual s development. The mentor is a confidant who provides perspective, helps the mentee reflect on the competencies they are developing, and provides open and candid feedback. Mentors have a unique opportunity to serve as a sounding board for the mentee on issues and challenges they may not share with individuals within their own organisation. Mentors are interested in helping others and are willing to do so. Other characteristics of mentors include being people-oriented, a good motivator, and an effective teacher, as well as having a secure position, technical excellence, and genuine respect for others. The mentor in a UJ-BCURE mentor-mentee relationship benefits from: Having the opportunity to contribute to the professional development of future EIDM practitioners, Being able to identify potential collaborations on different projects and links for their organisation, The chance to assist mentees in accessing new EIDM and personal professional developments. A mentee, on the other hand, is a self-motivated individual seeking to continuously promote personal development. A mentee recognises their strengths and weaknesses and actively seeks methods for personal growth. A mentee can best be described as someone who is eager to learn, a team player, patient, a risk-taker, and as someone with a positive attitude. The success of the mentorship phase will be measured by the exposure and opportunities taken up by the mentee. It is expected that the mentee will: Explore the world of EIDM through interaction with professionals in the EIDM field (subject to the mentor of their choice), Gain insight from an experienced EIDM practitioner's perspective on applying textbook concepts to real-life situations, 4

Familiarise themselves with the theoretical and practical protocols in EIDM, as well as EIDM best practices, on a global scale, Identify long-term professional development needs whilst realising the value of networking, and develop a meaningful professional relationship with their mentor over the period of the mentorship, Become a champion and future mentor within their own organisation. The mentor-mentee relationship may continue into the third phase of the UJ-BCURE programme (that is, secondment) if an amicable work plan is agreed upon. Budget A DfID-funded budget is available to enable the facilitation of the mentorship programme. The mentor will receive expenses for hosting the mentee to cover any costs of hosting the mentee, such as the mentee s internet usage and telephone expenses. The mentee will receive a portion of the budget to cover support telephone calls with his / her mentors and the facilitator. The facilitator The facilitator that is UJ-BCURE plays a critical role in the success of the mentoring partnership. The facilitator can reinforce the mentee s learning by providing timely feedback and opportunities to practice new skills. The facilitator will also provide feedback on the overall mentoring process and design. The roles and responsibilities of the facilitator are to: Meet and coordinate with the mentee and his / her mentor to prepare an Individual Development Plan (IDP). Guidance for mentees Both the mentor and mentee are looking for a partner. The mentor partnership can only be developed once the objectives of the two parties (mentor and mentee) have been identified and agreed upon. The goal of the initial meeting(s) is to assess whether the mentor and mentee will be a good match and whether they can both reasonably commit to working toward the goals of the agreement. Before the initial meeting, the mentor and mentee should each consider what they would like to accomplish from their partnership. Things to consider: Professional values. Compatible hours. Expectations of the relationship. Ways to develop a sense of trust and openness. What the mentee needs developmentally. The initial meeting between the mentor and mentee is critical to the success of their mentorship because it sets the tone of their working partnership. It is extremely important, especially if they do not know each other well, to take the time to create a climate of trust and safety. The agreements (highlighted elsewhere) made between the mentor and her / his mentee provide the basis for their relationship; these agreements 5

need to be dynamic and capable of changing over time to adjust to the needs of the mentee and her / his mentor 6

Tips for mentees DOs DON Ts Take responsibility for scheduling regular meetings with your mentor. Acknowledge how busy your mentor is. Be on time, prepared, and honest. Have a goal(s) in mind. Stay focused on your goals. Discuss whether your mentor s suggestions were helpful and what positive effects they have had on your career. Thank your mentor. Don t wait for your mentor to schedule your mentorship meetings. Don t come unprepared to discuss work-related or project issues. Don t talk about inappropriate topics. Don t be unreceptive to suggestions offered by your mentor. Don t be negative. The mentee takes the responsibility to: Develop an IDP with feedback from mentors and faciltators. Respect the mentor s availability and time. Be receptive to information and feedback. Set realistic expectations with the mentor. Take initiative and be proactive in his / her career development. Develop a mentoring contract / agreement that clarifies the expectations of the mentoring partnership. Keep the facilitator informed of mentoring progress and schedule to ensure that it does not conflict with assignments and priorities. Attend formal mentoring and training sessions, progress reviews, and forums. Participate in open and honest discussions with the mentor. Meet with the mentor approximately four hours a month, at least once a week. Provide feedback on the effectiveness of the mentoring partnership via anonymous surveys at the midpoint and the end of programme. Maintaining mentoring support required after the programme has ended As a mentee, you need to know how to ask for and accept the professional advice you need, and how to maintain long term personal and professional relationships that support informal mentoring relationships. Some suggestions for maintaining a network of informal mentors are: Don t let go of old mentors or supervisors. Establish a relationship with senior people who can act as informal mentors. They are usually experienced academics (in local universities or elsewhere), company directors, or senior leaders in organisations who can give you a broader perspective on academia or with whom you can discuss research issues, recent political and economic trends, and debate opinions and best practices. They may be your collaborators in the future, serve on promotion committees, end up as your head of department, or be on a grants panel. Take care to maintain a good relationship with people in this group. Value these professional relationships and treat them with respect. Generally, it is not a good idea to vent your frustrations or confide your uncertainties with these kinds of mentors unless you know them very well. 7

Establish a set of confidantes. These are people with whom you can openly share information about politically sensitive issues. Choose them carefully as they need to be trustworthy and prepared to look after your interests. After the programme, keep your formal mentor posted on your progress and acknowledge their contribution to your achievements. They may also become an informal mentor and a friend, but this is not an expectation of the programme. Mentee s evaluation report At the end of the mentorship phase, an evaluation will be carried out in order to gauge the usefulness of the programme, evaluate areas needing improvement, and decide whether to continue the mentormentee relationship. The report should include a summary of the following: A review of the goals that were set at the beginning of the project and an appraisal of whether the mentee feels that they were met. A description of what it was like for the mentee to work with the mentor over the period of the scheme. The highlights and low points of the project and explanations where relevant. Anything that could have been done differently to improve the mentee s experience of the programme. A general statement on the value of the experience. An appraisal of how the facilitators (the UJ-BCURE) managed the mentorship. Guidance for mentors Things to consider Although the opportunity has presented itself to initiate and develop the mentor and mentee relationship, there are some key points to remember both at the early stage of the mentorship and for future mentorships. Although the following suggestions may appear common sense, it is nonetheless important to highlight them: Try to get to know your mentee. Aim to really understand how things are for him or her. Be positive, patient, dependable, honest, and sincere. Be consistent but flexible. Expect changes to your plans. Encourage, praise, and compliment your mentee even for the smallest accomplishment. Don t expect to have instant rapport with your mentee. Try not to be lenient in order to be liked. Leniency won t earn their respect and mentees often need consistency and structure to succeed. Try not to lecture, moralise, or preach to your mentee. Don t tell them what to do. Instead, make suggestions to your mentee and invite and encourage their honest participation and feedback. Don t share your personal problems unless it is to explain your current disposition (e.g. tired or irritable). The roles and responsibilities of the mentor are to: Assist in developing and monitoring the mentee s IDP. Demonstrate a willingness to commit to the mentoring process. Implement the mentoring contract / agreement by clarifying the expectations of the mentoring partnership. Provide inroads and opportunities for developmental experiences for the mentee. 8

Meet or connect with the mentee at least once a week, and plan to spend an average of four hours a month working with the mentee. Assume four main coaching roles: o Teacher: Assisting the mentee in setting developmental goals and plans to achieve them. o Counsellor: Discussing work-related concerns impeding the mentee s performance or career growth. o Guide: Sharing organisational knowledge gained from personal experience. o Challenger: Providing objective and honest feedback. Participate in meetings with the mentee and the facilitator (UJ-BCURE) to discuss the relationship s strengths and weaknesses. Act as a sounding board for the mentee. Assist the mentee in setting development goals. Provide development feedback to the mentee. Provide feedback to the facilitator on the effectiveness of the mentoring partnership via M&E feedback mechanisms at the mid-point and / or the end of programme. Tips for mentors DOs DON Ts Ask your mentee to have an agenda of work items prepared for your next meeting. Smile and be positive. Bring the focus back to relevant topics when the conversation veers away. Give positive reinforcement when your mentee is doing something right. Share pertinent work experiences with your mentee. Set goals with your mentee. Don t allow your mentee to have unrealistic expectations without explaining why they are unrealistic. Don t take over the conversation; give your mentee ownership of the conversation as well. Don t attempt to resolve your mentee s problems yourself instead of leading your mentee to find answers on his or her own. 9

Mentor s evaluation report Two main evaluation processes are encouraged during and after the mentorship programme. Specifically, these are a process evaluation and an outcomes evaluation. The process evaluation focuses on whether the programme is being implemented as intended, how it is being experienced, and whether changes are needed to address any problems. The outcomes evaluation centres on the overall programme design, a comparison of goal-to-outcomes pathways, and examine differences between mentoring approaches. The outcomes evaluation will be important for UJ-BCURE as it will help modify, where needed, the approaches of pairing mentors with mentees and influence the duration, contacts times, and locations of mentoring partnerships. The following key factors should be considered when trying to assess the effectiveness of the mentoring outcomes: The purpose of the relationship between mentor and mentee. Has the communication been effective in terms of setting timeframes for tasks, effective listening, appropriateness, and non-verbal language? The issues of building trust between you and your mentee. Reflect on any cancellations of appointment without compelling reasons, unfair criticism, or avoidance of certain topics. Are the mentorship processes you have set in place yielding progress in your mentee? Consider how you have operated as a mentoring pair and check in with each other to see if you are both satisfied. Has the progress of your mentee been sufficient? Have you explored the full potential of feedbacks? Has there been hostility to any ideas given as feedback? 10

Agreement of mentor and mentee partnership The greatest value of a mentoring agreement is that it will go a long way to building trust and avoiding the disappointment of unmet expectations that can arise when either mentor or mentee has different expectations for the partnership. Making the expectations of the relationship explicit will clearly define what the relationship is, articulate specific expectations, define how success will be evaluated, and help determine if it is an appropriate relationship for everyone involved. Particulars of mentor: Address: Occupation: Contact number: Particulars of mentee: Address: Occupation: Contact number: We are both voluntarily entering into this mentoring partnership as part of the UJ-BCURE programme. We foresee most of our time spent discussing educational and professional development activities, and hope for a mutually rewarding experience. We make the following agreements for our mentor-mentee partnership: 1. The mentoring partnership will last for days. The partnership will be evaluated every 30 days from inception and will end by amicable agreement once both parties have achieved as much as possible. 2. We will meet at least once in a face-to-face session, and the rest of the support will be conducted by electronic means (emails, Skype calls, teleconferences, etc.). 3. We will communicate electronically (via email) at least twice a week. Conversations via either Skype or telephone will be scheduled at least once a week. 4. Support times, once agreed, should not be cancelled unless due to unforeseeable circumstances. At the end of each meeting, we will agree on a date and time for the next meeting. 5. Each support session will last approximately hour(s). 6. The aim of the mentoring partnership is to discuss the following issues: a) Decision-making based on available evidence. b) Improving the content of policies on e-education. c) The start of a sustainable relationship of support for evidence-based decision-making. 7. We agree that the role of the mentor is to: 8. We agree that the role of the mentee is to: 11

9. We agree to keep the content of these meetings confidential. 10. We agree that should any queries arise in this partnership, both parties are responsible for bringing these concerns to the attention of the UJ-BCURE Programme Director Professor Ruth Stewart. 11. The mentor agrees to be honest and provide constructive feedback to the mentee. The mentee agrees to be open to the feedback. 12. Confidentiality: As a mentor, you may be party to information about a mentee from their past professional struggles and achievements, to their future plans (e.g. for promotion) and their personal circumstances (e.g. health, family responsibilities, etc.). Your mentee should feel that they can trust you with personal information that is affecting their progress generally and which may have relevance for the mentoring process. Similarly, mentees need to be sensitive to information that mentors provide and should never share this information with others. As a rule, all information should be treated as confidential or the level of confidentiality openly discussed and agreed upon between the mentor and mentee. Date Date Mentor s signature Mentee s signature 12