The Mentoring Subcommittee exists to promote awareness of special libraries and information services among students in local library schools and others entering the profession of information management and services, and to assist them in career development through contacts with experienced professionals. We do this by:

• Organizing a "Spend a Day with a Special Librarian" activity at least once per year.
• Facilitating the establishment of mentoring relationships among senior information professionals and current or recent students.

What is Mentoring?

For DC/SLA purposes, Mentoring is defined as a process in which a more senior, experienced member of our profession and a more junior, less experienced member of our profession establish a relationship in which the mentor advises, counsels, and nurtures the mentee in order to enhance the professional growth and development of the latter. It’s also true that mentors are also likely to grow and gain new professional insights as a result of the mentoring relationship.

Why does DC/SLA run a mentoring program?

New members of our profession are often unaware of the career opportunities available and unsure how to prepare for them. Conversely, the profession and our Chapter need to attract and develop new professional leaders who have the knowledge, skills, and attitudes to take advantage of new opportunities and provide leadership for the future. One way to meet the needs of new professionals, the Chapter, and the Association, is to facilitate contacts between senior members and students or newer professionals that lead to successful mentoring relationships and result in professional growth.

What are the qualities of a good Mentor?

Here’s a list of attributes modified from an article by Young and Wright*:

• Committed to the role of mentor; willing to take on the role of guide

• Knowledgeable and respected in the profession

• Good listening and problem solving abilities

• Projects a positive outlook

• Practices continuous learning in one’s own career

How does the mentoring program work, and what are mentors be expected to do?

Volunteer Mentors are expected to respond to those Mentees who contact them. They may of course decline to have an initial meeting for any reason, for example if they already have one or more other Mentees. The formation of a mentoring relationship begins with an initial meeting. At this meeting the parties explore interests and backgrounds. They discuss in some depth the goals and duration of the relationship. If there seems to be a match, they may agree to continue the relationship. They may set up future meetings at their mutual convenience. Relationships generally are not open-ended. It is recommended that the mentor and mentee identify specific goals for the relationship and set an initial mentoring period, such as 6 months or a year. Of course, mentoring may continue beyond the initial period by mutual agreement.

What is expected of a potential mentee?

Mentees should think through their goals for the relationship and answer two questions:

• What do I expect from my mentor?
• What do I bring to the mentoring relationship?

Mentors are encouraged to ask mentees if they have thought about these questions! The mentee should approach the mentor as a thoughtful and mature, if less experienced, professional partner, not as what Young and Wright refer to as a “needy child”, who expects the mentor to do all the work in the relationship.

HOW TO PARTICIPATE:

Potential mentees should contact the Mentoring Chair. Briefly explain your interests and goals for the mentoring relationship. In response you will receive contact information for one or more potential mentors who may match your interests. The rest is up to you.

References

**Law, M. (2001) “Mentoring Programs: In Search of the Perfect Model.” Feliciter 3, p. 146-148. (Canadian Library Assn., www.cla.ca.)

*Young, C.; Wright, J. (Sept. 2001) “Mentoring: The Components for Success.” Journal of Instructional Psychology 28:3, p. 202-206.