Mountains, Molehills and Milestones: Participant Experiences from the WSU Mentoring Programs

This study uses a series of narratives (stories) of experiences of professional and academic staff participating in mentoring programs at Western Sydney University as either mentors or mentees in the last five years. The narratives, as prompted by open-ended questions through an online survey instrument, reflect on participants' mentoring goals, the outcomes of the program, any challenges experienced and recommendations for future staff involved in mentoring programs at the university. In addition, the study examines the success of the mentoring program across a range of psycho-social and career development outcomes over a five-year period. The study highlights the practical implications of mentoring programs for staff and provides guidance to future participants. It also considers if there are any notable differences in the experiences of a mentoring program which may be due to demographic factors such as age, discipline, gender and years of experience. Findings suggest that proactivity, risk-taking, time management and trust are the main obstacles that mentees must overcome in order to reap the full benefits of a mentoring program. Academic mentees were found to be successful in applying for research grants, publishing research articles and substantially increasing the number of higher degree research students under their supervision. Some mentees also received awards and recognition that they attributed to being part of the mentoring program. Other less tangible benefits that were reported by mentees include improved networking skills, increased confidence and assertiveness, prioritising of work activities, and navigating 'office politics'. Mentors participating in the study built lasting friendships with their mentees and found that being a mentor provided them an opportunity to revisit their own career and make improvements/take action where necessary. Some mentors also invited their mentees to so-supervise research students with them and to work with them on research grants and projects. Less tangible achievements of mentors included building both their own and their mentee's confidence and contributing to succession planning for the University. The findings of this study are important for both professional and academic staff considering mentoring programs to assist in advancing their career and to higher education institutions who seek to offer successful mentoring programs for their staff. The research highlights the practical implications of mentoring programs for staff at higher education institutions and makes recommendations for future programs and participants to ensure that the programs are contributing to the developmental, career and psycho-social needs of staff from all gender groups and provide equal opportunity for all staff to advance careers through promotion and improved performance.