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Case Study - Education Queensland
In this article we look at one of nine mentoring programs currently implemented at Education Queensland. Jan Alen has been involved in doing a great deal of work with women within Education Queensland. In this interview we cover one of their mentoring programs designed to develop women.
Flexibility to meet women's needs is the key.
Some mentors were selected by groups of women to be mentored in the skills or areas identified.
In 1993.
To develop the skills and knowledge of women in education, to support informal networking as well as acknowledge the valuable skills women have to share with other women.
Women aspiring to leadership positions, as well as indigenous and NESB women.
Mentors are self-nominated and encouraged to participate.
We use a combination of the following: - mentoree chooses a mentor from the self-nominated pool of women; mentor chooses mentoree; and a mentoree specifies their needs, then an appropriate mentor is matched.
Again we use a combination to maximise success. The main mentoring models we use are one/one, one mentor/group of mentorees, and peer mentoring.
Yes, mentors and mentorees are trained. They attend a two day program that covers areas like negotiation skills, listening skills, counselling skills, clarifying goals, developing mentoring agreements, and their role and responsibilities.
Yes, guidelines are provided for them to develop their own agreement.
This depends on the needs of the women - it could be anything from several weeks to one year. The formal part of the program is just the beginning for many women who have participated. Some of the relationships are still continuing in 1997, four years on.
Senior Management endorsed the program as part of an effective EEO strategy for women.
The program was communicated through publications, association networks eg. AWE (Association of Women Educators), journals and the EEO Management Plan.
Some difficulties that have arisen include the energy levels of some participants, some different expectations, and lack of time.
The following elements have worked particularly well:
Social and informal networks
Professional development
Provides a legitimate focus for women
AWE support (Association of Women Educators)
Outcomes for the women - expected and unexpected
Changing of roles from mentoree to mentor
Benefits include:
Increase in the number of women gaining promotion
Provides a focus for women to learn from other women
Collegial support
Development of sustained women's networks
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