You can start with your presentation, thank you very much
I think the vicerector is already in the room
I am in the room i don´t know if you can hear me
sorry because i had a technical problem and i have not been able to connect
since the begining only a few words thank you
for being or comming to this seminar
with all occupations that we normally have it is hard to find
a little window in order to be able to attend to this second course
on the human resources strategy for researchers
hrc4r this second workshop because it has
focuses within the context of mentoring and the main objective
is to analyze with the speakers who are going to make the
presentation and with and with you through a open platform
different options that we could carry out
within the Carlos III university on this topic
i believe that it is important that we start to work on this
it is important to know it and it is important to be prepared
to be able to do our best i believe that with this
i give the floor to i think Carmen is going to be
the first the first speaker and I hope that
the workshop will be fruitful for everyone thank you all, Thank you Nacho
for this introduction, and above all for always being close
thank you very much well if it's ok i'm going to share
the next ten minutes with you where the objective
I have in this time is to see what are fundamental aspects
of the mentoring and that is what we are going to
focus on but to do so, please allow me first
let me frame what mentoring is by relating it
with the human resources strategy for faculty
within the UC3M look the Human
resources strategy for our faculty
it is no more than a global approach that we adopted as university
to achieve the effective contribution that is to say
efficient and effective of all people in this case especially
the faculty as we are talking about human resources
strategy for faculty of all our faculty to
to comply with UC3M's strategy
this is the strategy for people, how we have to do it
well, look, we have to do it by focusing always in the mission
of our organization and in the accompanying values
the mision let me simply remind you that it is no other than
to contribute to the improvement of the society through what is
the research and teaching of our faculty
moreover the values that always have to accompany and that
thus there are written in our strategic plan are values
it is like the merit the capacity efficiency transparency
in all our processes, including equity and equality and even
the respect for the environment, well with these two pillars of people
mision and values of our organization we set
our human resources strategy for our faculty
by basing it or supporting it on the strategic axes
that we have here represented in yellow among them let´s name
the fundamental axis that is the commitment with the best
practices and ethical principles and of good government as well as our social responsibility
we contemplate another strategic axis dedicated fundamentally
in this strategy of human resources for the faculty
based on recruitment, on open, transparent
recruitment and, above all, based on merit and capacity
we have to be perfectly concerned about the working conditions
and career of our faculty and for that
in addition to what we do we believe that it is essential a
communication and participation process towards them together
without forgetting the training and development
programmes that, within this human resources
strategy, we establish, always bearing in mind our own
faculty and watch now because this is how you will see and when you will see
I introduce mentoring because now when we try
some common definition of it which we work with the
concept or we talk about mentoring programmes I place it here
close to what is the pillar or the strategic axe of
our faculty, therfore the mentoring is framed and in a human resources
programme a strategy process for researchers which
the framework is set by Europe, is framed by the human resources
policy or strategy for our faculty
with these pillars and about what we are going to talk about
today, in particular mentoring we bring it closer or put the focus
next to what is the development of the faculty within our
organization and with that, we move on to the next slide
as i said i thought well i think that is fuandamental to know
or find a joint definition so that we all have
when we think of mentoring, what is mentoring, well look, I sincerely believe
that the mentoring is an excellent tool for professional
development of people and clearly the people
of our organization in particular our faculty, why?
because through mentoring one person named mentor who
has more experience and more knowledge can accompany
another person whom we will call mentee by giving him or her support
in what? in the management of his career and giving him/ her a
more global vision of what his/her profession is they will share with him/her
experience or they will do things like facilitating his access
to a wide network of contacts, I always like to give some
example and here I wanted to give you an example that when an organization
In an organisation, the talents that can have
the greatest potential for growth are identified, what they do is directly
assign a mentor to that talent to that potential to help them
focus and accelerate their career development
These mentoring processes tend to be structural and formal, it is true,
that there are also others that are more informal but different
studies show that those companies that have established
mentoring programmes 75% of them have
established in a formal and structured way, why? because
once the skills or experiences to be developed are identified,
the most suitable mentor is selected
well, we could say that we have a
denomination of what the mentoring process is
and what the elements involved are. Forgive me, but when I put mentor there, it can indeed be
him or her, please don´t take it on me, the mentor she or he
ok?, this could well be the mentoring and also
I was thinking but what is not mentoring? Because in the end
when we get into the HR world and start talking about different processes
well, how mentoring differs from coaching
from tutoring, from what teachers do when they are directing
a thesis So I thought I would illustrate, to make it clear,
What is not mentoring, what is not mentoring, the cartoon you have there that simply tries to
put a colour note, is what should never
mentoring okay? But to bring it a little bit closer to
professional terms I want to tell you that mentoring is not training
because the job of the mentor is to share his wisdom
and experience and not to train the mentee to what we have called
the mentee, not to train him in technical knowledge, okay?
that's not mentoring it's never going to be training
mentoring is not a coaching programme either why? because a coach does
is accompany the person so that they can evolve,
but he or she will not give advice as the mentor will do about
his professional career, the mentor is going to give advice on
advice on his career path the coach is not, okay? the coach is not
neither is mentoring tutoring, mentoring is not tutoring
in the tutoring process the responsibility for the outcome
I understand, is shared by both the tutor and the mentored
in a mentoring process the mentee is responsible
for its development, he is solely and exclusively responsible
and has the responsibility for his own development the mentoring
mentoring is also not sponsorship, make no mistake, a mentor
a mentor is not a godfather of his mendee, he is not, sometimes in the professional
environment or in certain professional environments there are senior
managers who sponsor or patronize
a less experienced professional and more junior in mentoring
as I was saying, success belongs to the mentee because the mentor
does not carry out actions, the actions are the responsibility of
the mentee and the mentor can advise him/her who he/she can talk to
what heher, how heshe should ask him/her, he/she can open paths
for him/her to approach other professionals who can help him/her but
the action i repeat will always correspond to the mind, very well,
we could go on to say what objectives should remain or
o debemos buscar dentro de un programa de mentoring? they can be varied
some of which we could name
can aim to inform about career options to our mentee
our menu that various professional careers can
you can have, towards which you can orientate yourself which
better for you to orientate yourself and I put at your disposal my experience and knowledge
in case I would be your mentor in this case
Why? Because another objective could also be to facilitate
the professional development of that mentee, we can seek to develop
professional relationships that serve the development of that
mentee, we can try to aim to cultivate individual
career plans for our mentee we can seek
to develop leadership skills above all in a more businesslike environment,
having good leaders we know is
a determining factor in carrying out what is most optimal
results that position me so much better for the achievement and development
of the business strategy and we can also provide
or seek objectives to provide support from colleagues by sharing
knowledge and experiences, look, mentoring
mentoring at the end is applied in different areas, we can consider
establishing our mentoring programme within the scope
of our university but there are of course other
areas, such as business, as I said a moment ago,
it has different formats, it has different structures
therefore we can talk about different models or modalities of mentoring
the most frequent modalities of application
of structured mentoring programs is what I intend to reflect
with this slide. We can use momentoring as a
tool for strategic talent development
within our organization and I will see if I can explain myself. Look, this organization
our UC3M, like many others, we are subject to
is subject to continuous changes and transformations, right? And we have to go
in a certain direction, something very recent, the COVID has shown us, right?
we had a teaching model that we had to change
overnight well, facing these changes, facing these transformations,
being them of one nature or another, it is very necessary to evolve
and look for new competences that will help us to carry out this transformation
if the competences are of knowledge we do not have so much problem because
if we don't have them inside maybe we can look for them
in the market, right? I'm remembering right now a few years ago when
all this social media madness began because many organizations
did not have people with the right skills to evolve
and advance social media as an appropriate tool
within their organization but well there was no problem
I don't have the people with the skills within my
organization, so I go out and look for someone who can
support me on this but of course when the skills
are of a different type, not of a technical nature
that's already different, okay? that's already different because most likely
if I don't have them I have to find people where I can develop
those skills and those people will eventually become
the talent needed to carry out the organization's strategy
the organization at this change because the transformation
for that change or transformation that we have been forced to therefore we can
apply mentoring as a tool in this context it is a good tool
it is a good tool to transfer the culture of the organization we know that
it is not easy, in facing changes and transformations, to change from one day to
to the next the culture of the organization and mentoring can be
a good tool to transfer values
and influence the culture and make changes
sometimes we know that the coexistence of the new and the old
is sometimes relatively sensitive and sometimes even
very well we can also see that mentoring can become
a good tool to facilitate the integration of new
collaborators of new collaborators in a working group
or because they arrive at the university because new faculty comes
to collaborate with us if we had established a mentoring program
we could make the adaptation of those people
who join our university quicker and
and much more powerful and it is true that we are impacting
well it is true that we are emphasizing in recent times in host programs but a welcoming
program takes time, a time frame of a few
first days, well, if from those first days where what is useful
is an onboarding program to help those people during the first
days who come to our organization if later on
we manage to have a mentoring program that makes then their career
their time with us that could be so much better
right? can also be a tool that can be used in the event of a
change of category or responsibility think about situations
of people who assume, for example, as a consequence of a promotion
a new responsibility as far as he or she is capable of
having a mentoring program, which helps that person to
take that responsibility to a management position
or to the direction or department direction,
in a more agile and easier and more flexible way for that person
so much better. we can also use it as a tool
to promote succession planscompanies have established
succession plans.there are certain positions
that are critical within companies that need to have
people identified and doing the right things
with the proper skills to fill
those positions. a mentoring program could help
a lot to have those people at the right time to cover
those positions maybe of a strategic nature, and what to say
that we could also it could be used and
mentoring is often used as a tool for entrepreneurship
can it be used to provide advice
and accompaniment when carrying out
a new business project very well, these are some concepts
or some things that we believe are important when talking about
mentoring but what do we want at UC3M? Obviously
I think, clearly, that what we want is to get our
mentoring program, we'll see which and how, but we want
to have a mentoring program why? because we identify
that it has benefits for UC3M for our faculty
and why it has benefit? because we believe it can individually
improve many faculty people because it can help
people development because it can develop new
skills among certain groups within the faculty encourage
job satisfaction put in value the talent that exists
within the house and this direct it towards strategic projects
as we said before, and we believe that another benefit
is that it can encourage effective communication but effective
communication from the point of view, as we said before
perhaps, certain values and certain projects
I have to be very agile and very effective communicating them
because in the end it will be good for all of us now we don't have
mentoring program although we do have some initiatives within
our house but we don't have a mentoring program
within the human resources strategy for
the UC3M faculty I told you that we do have some initiatives
within the house see that there is a mentoring
or accompanying programme, for new students who come to us
senior students help them take those first steps
this format is being called mentoring but it goes along that line
we also have a foundation that also has its
mentoring program and what they do from there because what they try is that students
UC3M alumni who are outside are offered
as mentors to help students who are in their final
undergraduate or graduate years to help them reorient
passing on their experience for their next future step well like us
within our strategy for our faculty we want to have our
mentoring program what we are going to do and where we start
is to know the experiences of other institutions that today
accompany us such as the European scientists from the United Kingdom
thanks patricia for being there, as is the spanish
foundation of science and technology thanks Izaskun
for being there where we will start getting ideas
practices carried out by other institutions and also
we put at your disposal is already open a forum of ideas
that we believe that can come very well to generate
to design that mentoring program that we have not yet shaped
in these ten minutes, I hope I was on time
, I wanted to transmit, thanks for your attention
I believe that we give way to the next speaker
Thank you very much Carmen It's the turn you said it yourself of Patricia Forcén
is a member of the Society of Spanish Scientists in the
UK and head of the mentoring committee she has
received several awards for her mentoring qualities, so
I think she is a very important witness to be taken into account today
Patricia it's your turn, you have twenty minutes if you want
to leave a few minutes at the end in case someone wants to ask you a question
how you organize yourself perfecto can you confirm
that you see the screen, you hear me, you see me perfectly?
we hear you and we see the screen, great, well it is a pleasure, thank you very much
for counting with me for this seminar on mentoring, I have been
in the world of mentoring for almost five years and I am more and more in love with what it means,
the benefits that mentoring has. Its a bit like
Carmen said, isn't it? In the end, mentoring gives you the opportunity to reach
new skills or also to improve the ones you already have, right?
in what she mentioned in that pillar of deformation and
development what i am going to tell you is a little bit what we have
done in spanish scientists in the uk our program
and then i will talk to you from the two parts that the mentoring has
right? the part of the mentors, the ones who really are the important part, those are the
and the mentees and then I will also tell you about
the part right? of the theatre director behind
the scenes that we are the ones who create these programmes
see if good, because our experience can serve to you
to create a very successful mentoring programme I would like to
start with a brief overview of what it is we are spanish
scientists in the uk we are an association of scientists
that was established in june 2012 the first
to be created in a foreign country, then many others have followed
other in all these initiatives we are a totally independent
non-profit organisation with no political
affiliations that basically has four objectives one is to
create a professional social network of the spanish scientists
who are in this case in the united kingdom try to raise
social awareness of the importance of
of science, which obviously seems to have become
more important in recent months due to the circumstances,
in society and finally we have two more objectives one
is to be scientific advisors and the last one is to create sources
between the united kingdom and spain, as far as we are able
we are a total of about 700
750 members and we do a lot of initiatives
Many initiatives are located in different committees such as the women
and science committee, where we try to understand
the needs of women scientists in academia we also have
different awards that we give to our members and
one of the initiatives i will tell you about is the
mentoring programme the mentoring programme we have been running for three
editions and now we are just launching
you have called us when we are launching the fourth
edition for two thousand twenty-one i have to tell you that we started
the programme totally from scratch none of us had any experience
in creating a mentoring programme, yes there were
experiences of some people who had been mentees or mentors because
well it is true, that in the united kingdom, i think that all the universities
that exist or if you want we can say practically all of them
in case i leave any, that have not incorporated it yet, have mentoring programmes
and have been using these mentoring programmes for the last five
years and more and more programmes are emerging and
much improved. then, with that knowledge, right? from the people
who had participated and obviously, contacting
many of these people together we started slowly creating
our programme the first response from our
participants told us that, well, we had done very well
45% of them and for us it was a real honour
but i have to say that today more than 80 of the
participants are considering that we are doing
an excellent programme, right? this has been
basically with all the learning from all the work we have
being doing in the last three editions will have
passed, I think in total, between more than 140
mentors and mentees I was counting and it would be
similar numbers and even reach 160 easily
we do the programme, which lasts for one year
because we believe that is enough time. from there
they can continue their relationship with us, we support them and continue to incorporate them
in programmes but we stipulate the duration of one year for this type
of programme once i have told you a little bit about
CERU spanish scientists in the uk and slightly
about our programme later on i will elaborate a little bit more
i would like to remind you where the word mentor comes from perhaps many
of you know it, well it is ok, i will tell you again
and those of you who do not know it well i think it is
a good guide to understand what a mentoring programme is
the word mentor comes up eight hundred years before christ
when homer in his Ulysses, right?Homer's Ulysses goes off to
to the Trojan War and leaves his son Telemachus, yes, there is his wife
Penelope, but he leaves his son Telemachus and that makes
him uncertain how his son will be able to develop
in his absence so he has his friend Mentor who he tells
or gives him the task of mentoring to help and guide his son
Telemachus in his absence the curious thing about this story
is that it was actually the goddess Athena
the goddess of wisdom who took over Mentor's body to mentor
Telemachus therefore perhaps instead of mentors
we could be talking about athenaeums and athenaeums right?
and all their derivations I wanted to tell this story because
I think it is very graphic to understand what a mentoring
relationship is and not to confuse it with other types of relationships as
Carmen has mentioned It is very easy sometimes to think that mentoring can be
coaching, or it can be a supervisory relationship, or it can be another type,
or tutoring any of these alternatives
and which is not the mentoring relationship one thing
essential, is that it is a two-way relationship in the sense
that the mentor shares his experiences fully with the mentee
i.e. with our Telemachus with which would be the mentee
the mentored, well then it is a totally bi-directional relationship
and is based on two basic pillars when it comes to
how it is executed, right? it is executed through active listening an
active listening by the mentor that allows the mentee
to express his/her ideas and above all with many questions
that the mentor must throw to the mentee for him/her to ponder then
in these two pillars, in this field of active listening
and questions what allows the mentee is to create that action
that allows himher capabilities or to achieve hisher challenges
i have to say that for me it is something that is sometimes
not named in mentor and mentee relationships but
but for me it is absolutely essential to understand that none of this can
work without total confidentiality and trust between the mentor and mentee
it seems obvious but it is something essential to keep in mind
to insist very much, on these actors that i am talking about mentor and mentee when
they start a mentor or mentoring relationship
What is being talked about? I have already told you that with active listening
with these questions, right? What topics can be dealt with, since I am here showing you
the main topics that have been talked about during these three years
of three editions of the CERU mentoring programme
think that also depends obviously, Carmen has said it very well
that we are talking about think that CERU are
Spanish scientists in UK mainly the mentees are
doctoral students or people doing doctorate and
postdoc then you can see here the topics in which they have
the topics that have been discussed and the operations have been achieving the mentees
they have dealt with professional issues what to do
stay in the world of academia, leave the world of academia
to do this they have also worked a lot on how to look for work
many of them do not have enough experience
so a mentor is very advisable to give them that input
on how to look for work or how to make a CV because a CV in the world of
the academy is not the same as a CV in the world of the company
and these have also been subjects
that have been dealt with during these three editions
without forgetting what is increasingly important
which is the development of new skills or the
consolidation of those we already have
then we have seen, more or less, that it is a mentoring programme
or what would be based on what can be treated
but how that relationship works allow me to put up
this graph by Kathy and Kram which explains very well the evolution of
a mentoring programme because as you may think
you do not arrive and say hello i am your mentor hello i am your mentee and what happens
how it is based and as Carmen has also commented that it is also
structured because it helps a lot when it comes to achieving
the challenges and objectives in the programme how does a mentoring
relationship progress? first, and this is what I commented on earlier
you have to build trust. we are talking about people
so you have to build trust between mentor and that mentee
this depends on the people there are people
who can be built in a session there are people who need
there are people who need three sessions, it's okay, at the end it is very important to have
foundations, the sustainability of the relationship once
the base has been achieved, we already have the base, we can obviously start to
design the house and make it, we have to define the objectives
the objectives are always defined by the mentee the mentor has nothing
nothing to say at that moment the mentee has to have clear
what he is seeking in that relationship he seeks to improve skills, he seeks to see other
alternatives outside the academy, he seeks simply to grow
gradually and develop new skills
that has to be defined by the mentee
and then, it starts at that point, the relationship
it really gets going, where you see the mentee's profession
i am also a mentor i have been a mentor in the CERU programme
and the programme which is later explained by Izaskun called Rebeca
and it is amazing the progression that
mentees have and there really comes a time when you feel
that they had to be your mentor from now on
it is a wonderful process all the challenges and all its objectives
how they are achieving them but once the objectives have been reached
we will have to say goodbye to the relationship As I said, we have
stipulated a year but there are people who have been in a
mentoring relationship for more than four years and there are people who after six months
have achieved their objectives and are no longer in this type of relationship
it's all right, you have to study that the objectives
have been met and with that the mind comes out much more professionally
developed and the important thing too and that I always
like to mention, is that the mentor also, the mentor
gets to improve his capabilities and his skills a lot
and it is also a great learning experience for him
Can't you see me? You hear me, but you don't see me?
you don't miss much either
wait, i am trying
we see you so go on
Okay, sorry, so wait, I'm going to share the screen again
sorry for this, for these things that happen on-air, okay
do you see me and most importantly do you see the slides? yes, remember
there is not much time left
one more thing and that's it, what i was telling
everything from here, from the actors not from the mentor and from
the mentee but for this to happen, for these relationships
there is the part of the people
who are dedicated to creating this mentoring programme
and I think, I have highlighted
the different stages that for me are important first when you are
preparing the programme, when you are preparing the programme
it is very important to understand the needs of the mentee and the capabilities
of the mentor, and therefore, making a good questionnaire that collects all
that information is great and will facilitate a lot
when it comes to matching, what I call the tinder of mentoring
so that this relationship can work when the programme
already has this pairing I think it is something hyper important
to make people understand what mentoring is. I am going to tell you
some phrases of what mentoring is not so that, at least,
it sticks in your mind, or what the mentor or mentee is not
the mentor is not a therapist
he or she is not a psychologist to whom you are going to tell your sorrows, nor is the metee
your son or daughter and these limitations
must be made very clear in the relationship. there are times
when you think that the mentor must be from your discipline, not at all,
the mentor will share an experience with you and it does not matter if he or she has studied art history
or nuclear physics, it is about sharing an experience
then, we have talked about it, the mentor has to have an active listening
asking questions never has to make decisions
for the mentee, ever. and then, something that is also important
to remember is that maybe the relationship can't work, it's okay.
we all know that there are many relationships that don't work. but
it can be for different reasons so you don't have to get stuck
and try to find maybe a mentor or a metaphor
with whom the relationship can be synergistic.
that is imporntant when we are launching the programme remember what mentoring is
and how do we do it? well, through treining and support material
look for issues both the mentors and
the mentees and when the programme is launched you have to follow it up
a little bit, you have to see the follow-up of the couples,
you have to see how they work. we usually do surveys to see
how the relationship is going if we can improve with the programme
and we also do activities, activities where
other mentors and mentees can exchange their
their impressions. and nothing, I would like to finish with
this sentence, which for me, is the one that summarizes what mentoring is
mentoring is brain to learn one ear to listen and most importantly
it is a push but a push in the right direction
that those are the ones that move us forward thank you very much
and this is what I wanted to tell you in a very very shortly
about mentoring Thank you very much Patricia there was a previous question
to which we are going to give way now but there is a person who has
asked something in the chat for you and I will pass it on to you
Patricia do you also offer mentoring programmes to entrepreneurial scientists
who are starting up a company or a start-up? no, we could only
offer it if there was someone in our
programme who had experience, if they had that experience
that could be looked at. but no, we are not dedicated
to any kind of mentoring in that sense
ok, perfect. I don't know if anyone else has any questions.
we have one from before, no one else?
I think there was a previous question from someone who raised his hand, can it be Jesus Soso?
that I believe he already can ask the question
which I understand was for Carmen because it came up right after
after Carmen's intervention, the question is please? can we recover it?
Victor ? He raised his hand he did not leave it in writing
What I do not know is if Victor is there, or if he is not there,
we wait at the end in case he comes back
online
I would like to take this opportunity to ask Patricia a question.
Patricia, how could you summarise the before and after
of a pre- or post-doctoral student who goes through a mentoring
programme like the three editions you have already
gathered experience with, what do you think is the big difference
from the perspective of the mentee? the truth is that
from what i have seen, and i will tell you from my experience as a mentor, the big difference i see, apart from
them being able to find a job or deciding what alternative
they are going to develop in their career, is the increase
in skills they get, the increase in skills
the confidence. there is a before and after in most people
at least i tell you about my inference, in mentee
not because i see it but because they tell about it
the feedback they give me is totally positive feedback thanking me
for those skills as they have discovered and been able to
enhance their career so much more. this is essential for me
because i keep saying that skills are the bread and butter of today
if we don't have them there is
not much to do I totally agree with you
Thanks to both of them, I think that if there are no further questions, we will move on to
the presentation by Izaskun Lakunza
who is responsible for the FECYT science abroad unit
and she will explain to us her experiences with
the Rebeca European mentoring programme
which Patricia has already mentioned.So, we give you the floor
you know Izaskun also that you have twenty minutes
if you want to leave some tiem at the end in case someone wants to ask you something then great
iyou have the floor, okay, thank you very much hello everyone and thank you for
the invitation I am delighted to be able to tell you about our experience
with Rebecca I am trying to share screen that I do not know
if I am doing well, give me a second I will take my
presentation
well, now you see it is true, YES, well as I was saying thank you
it is a pleasure to be here with good friends like Carmen and Lorena
I'm delighted to be here and
I decided to tell you about it. It's true that
the programme includes Rebecca REsearchers BEyond aCAdemia
, which is a mentoring programme that we have just launched
in its second edition, but I also thought it would be a good idea to tell you about
a new mentoring programme that we have launched
called FELISE FEminist Leadership In SciencE and a little bit to
show what Carmen was saying, and that is that a
mentoring programme can be useful for many things and that it is very important
to make the decision from the beginning as to
what you want to set up this programme for. We at FECYT
in the Spanish Foundation for Science and Technology
are the national coordinators of the EURAXESS initiative which
is very closely related to the human resources management
in research logo and part of our job is to
is to promote the logo in Spain
and in general terms try to achieve a better research career
for our researchers in Spain
both within the academy and outside, as I said
I will present both the researchers beyond academia and felise programmes
which we started by calling it female, but now we call it
Female Leadership In Science and I am going to tell you the differences
between programmes and also the sharing of experience experience
we have had
as i was saying, why, the first thing you probably have to
think about is why you are launching a mentoring programme
in our case when we launched Rebeca what we wanted to address
in some way is that pre-doctoral researchers
or very young post-doctoral researchers, in general, do not have much
information about career options beyond
that of the academia and also in general terms there is no
support, no training. it is practically an elephant in the
room when you are doing your thesis
at the university research centre in Spain and in Europe
so what we did was to put these young researchers in touch with
highly qualified professionals in the field
of science, understood very broadly
also the social sciences the humanities people who are working
in the sector, but who are not doing research in the public sector
that was a little bit Rebeca's goal and in
Felise's case what we wanted to try to tackle through a
mentoring programme that has also been shown to be
very powerful, is the institutionalised gender inequality in
research centres and universities
In this case, what we do is to put a young female predoctoral
or, in the same way, a very young female postdoctoral in contact with
mentors who in this case do have an important sensitivity
and knowledge of gender issues. Patricia mentioned
that it is not necessary for them to be of the same discipline
in Felise's case we have also been very clear, the important thing was
a senior researcher who has reflected enough on
gender inequalities in research and
who is willing to share experiences and perceptions
with a young researcher Well, as I was saying, we have just launched
Rebeca 2020-2021 and the reason for this
we did it within the framework of the European project and we have already decided to
institutionalise it within the FECYT and do it with our own means
is that the 2019 programme worked really well
We paired forty-six
young researchers, most of whom were affiliated to
Spanish institutions, but we also had some researchers
who were abroad with so many mentors from the non-academic sector
We had people, mentors from the foundation
we had mentors from energy consultants, from pharmaceutical companies
from the European Commission, from small companies
that in fact part of the surprise of the project was precisely the desire
that there is, which is something that you also discover when you get into
mentoring programmes, the genuine desire that people have
senior people to give a hand to younger people
and in the case of the researchers we had forty-six participants
also from all disciplines and with quite a lot of gender
equality and here are some of the results of satisfaction
of the participants both mentors and mentees
you see, the degree of response is brutal, forty six
of the participants answered our survey
in the case of mentees, and almost forty one in the case
of mentors i want to say by the way that we got a pretty strong adhesion
to the programme. in general the young researchers
are extremely satisfied when they finish
the programme something i think
i think Lorena asked about the real
impact
the real impact on mentees is evident
eighty percent told us that they had a clearer idea about
the career options outside the academy once
the programme was over. Sixty-six percent were more eager to look
beyond the academy for career options and eighty-six percent
told us that they were more aware of their skills
and competencies after finishing the programme, which is also
a very powerful thing because one of the things we see
these poor researchers are sometimes not aware
of their own capabilities because they have not done the reflection
and eighty-six percent of the participants told us that they plan to
maintain contact with their mentor after the programme
it also says a lot about the bonds that were established and
there is also the idea of bi-directionality
for the mentors of the programme, it was also very satisfactory
and ninety-two percent were very happy with the programme
Eighty-five percent expect to stay in touch with their mentee
after the programme ends and ninety-two percent
believe they have really helped researchers to be more
prepared for professional transition and eighty-seven percent
told us that Rebecca had been a very positive professional experience
for them because, well, in the end it is a
very satisfying thing, as I tell you, to connect with young people
connecting with young people and having in a way less
professional conversations and following up on the comparison in Rebecca's case
This year we are going to make it eminently Spanish, although we are not setting
any nationality or affiliation requirements
although it is true that when we launch a programme from the FECYT
most of the participants are
Spanish. Furthermore, this year we are doing it in collaboration with
RAICEX, the network of Spanish scientific research
associations abroad, and Patricia has already told you about
the association of scientists in the United Kingdom, there are
more than 16 in the world, they are confederated and we have decided
to do it with them, also a bit to give it an international
character. and somehow to connect scientists
who are abroad with professionals in Spain
and the case of Felisa as it is a European project we have participants
from a lot of countries United Kingdom Estonia Turkey Spain
Portugal etc. Rebeca's participants were
highly qualified professionals connected with
science technology engineering and mathematics
social sciences and humanities. we made a public call
in which we had more than one hundred and twenty professionals
in Spain who wanted to participate, in the end we had to select
only forty six, another thing that proves important is
that you have to have a program that you can handle because
you have to be a little aware, as Patricia mentioned
you have to be aware that the couples meet and so on in the case of
the mentored, it was a young research staff
and in Felise's case the mentors are senior researchers
with a feminist sensibility in the mentors,
some postdoctoral researchers who want to stay in academia, as you can see
one is designed for staying in academia and another is
designed to help the transition to the non-academic field
Rebeca's objectives were to support young researchers
in their careers, to create an intergenerational international
and intersectoral network of professionals in the sector
who are sometimes completely separate from the academy
and non-academia, to promote characteristics outside academia
and generally to improve relations between academia and other
sectors. you, who are from the sector, know that the conversation
about the best connection with the world of industry
is eternal in our sector, and sometimes through people you get it
We have had conversations with large Spanish companies
small companies and suddenly you manage to somehow minimize
that relationship and in Felise's case what we did was to contribute to
structural change in the academic field, promote the
creation of safe spaces also to have conversations on
gender equality issues and encourage collective reflection
on the current situation and, of course, create a network of
women researchers. I forget to tell you that, during
both programmes, apart from facilitating the relationship
between the couple we always try to offer some
extra training so that all the participants in the programme benefit as Patricia says
there are some relationships that may not come to fruition so at least having participated in the programme has allowed you
or talk by the mentors Okay, right now we are at the stage of
application for the next call from Rebeca right now
we have I think about seventy
applicants to be a mentor and many to be mentees
many of last year's mentors are repeating, which also tells us
that the experience has been satisfactory and in Felise's case
we are now in the running, we have already made the
pairs at the time and now we are ensuring with some monitoring systems
that we have that these meetings
are happening
The motivations of the mentors are obviously different
in the case of Rebecca and Felise but I would say that
that in Rebecca's case many professionals tell us that they missed
a similar service when they were in this circumstance.
the real belief that they can lend a hand and there are
also many believers in mentoring like Patricia there are people
who have had a good mentor in their life and want to become
a mentor themselves and in Felise's case it is the real belief that
they have to change things structurally in the
academy to facilitate and ensure gender
equality and let's say that a bit of the mentor driver is that
we also have some male feminist mentors
and in the case of those mentored at Rebecca it has been brutal
we had more than two hundred and sixty applications in 2019
and in general they confirm a little our suspicion and the numbers
that are handled in the sector and it is that in general the predoctoral
investigators barely have information and continue to think that
the doctorate is only good to be in the academy
many people now want to meet other people who have been through
the same experience, many are very interested in science
but have discovered that the laboratory is not their main thing and
they want to explore other things and in Feilse's case
an awakening of the mentors that they are really
starting to see there are real barriers to gender
equality in academia I'm about to finish this is
this is very important, what we do in both programmes is to
make a handbook of the programme in the case of Rebeca and Felise
there we explain what the whole programme is about
the commitments, etc. and a very important issue is
that we provide topics for discussion. there are couples who
do not need it because they manage themselves, but it is true that
sometimes it is difficult to get started because you do not know the other one, you are more shy
you can't think of exactly where to start the conversation
then in both handbooks what we do
is propose topics of conversation
and questions Patricia talked about the need to ask a lot
we facilitate questions to heat up the conversation
in the case of Rebeca from differences between
academic and non-academic environments to professional options
beyond the academy, deepen some skills, help you
reflect on what you are good at and what you need to improve
and in the case of Felise reflections on
the norms and cultural and unwritten of the organization
what are the narratives of success in the scientific career
because maybe they also need to be reviewed and we have put a topic
a topic at the last second because we were forced by life which is
the subject of the COVID as you know the COVID has affected
women scientists and professionals in general very much because
they have had to take on much more of the responsibilities of the home
while male scientists have been publishing, taking advantage of
their confinement at home women scientists
have impacted them very negatively in their production
so we wanted to talk about that with them as well
Everything we publish is public and
it is licensed by CC-BY-SA because we want Spain
to reach the levels that Patricia was mentioned
that in Europe there is no university without a mentorship programme or several ones
therefore we publish all CC-BY so that anyone
who wants to use it can reuse all the material we have I'm going to pass you
the link here before I forget we made a manual
in which we explain everything we did and in the annexes
are all the documents we use, from the form
how we made the matching presentations for the kick-off
of the program, here you have everything in case you are interested and also wishing you
to use itI repeat a little bit where we are now
we are going to try to make fifty couples although
maybe we will have some more because the program is already
being known in Spain and we have more and more people interested
and here there are only some of the logos of the companies
we are going to participate with
we will update them once we have all the mentors
I continue here, the future steps as I was telling you
in the case of Rebeca we already published a 2019 pull kit
explaining absolutely everything we did and
how we did it and in the case of Felise we will do the same when we
finish we will evaluate the satisfaction with the program
that is not being as high as in Rebeca, We suspect, and we also think
we know the reason and I also take this opportunity to tell you
that many cases in Felise, couples are too close
the mentored
to the mentor and that makes you can not talk with the same
confidence if you are in the same department. in our experience
what we recommend is that the mentor should be as far away
as possible from the mentee's professional life
this is our experience I do not know if Patricia will agree with it
and these thanks that this presentation I have reused from
another talk we made inside the house these acknowledgements
are to all our colleagues, and that in sumary our experience
To conclude, I share with Patricia
the enthusiasm for the mentoring programmes for us
I would say in 2019 was one of the most beautiful things
we did. It connects you very much with the scientists and
the community you have to be serving which
in our case are the researchers. we have met wonderful people
from the private sector willing to lend a hand
which for us has been all satisfying. It is true
that it requires work and effort because you have to match couples
look for mentors, make the call and not abandon the programme
once the couples have been made, you have to be very aware
that the meetings are taking place, that nobody is dissatisfied
with their partner etc but it is worth it very much. I didn't mention
that Rebeca's programme is six months and Felise's is seven, I think
that's it. I'm happy to answer any questions
or comments you may have and I'll stop sharing
the screen. I don't know if anyone
has any questions, but in any case, as Carmen said at the beginning
a forum has also been opened in Extension so that those of you
who are considering it can ask your questions
Let's see, there is one question that I don't know if we can give her a voice.
While these technical questions are being resolved, Izaskun would like to take this opportunity
to ask you a question. Do you know if there are any statistics at a national level
on the professional career development of researchers
in the same way that there are studies by the European Commission
another by the United Kingdom, another by Unesco, but he has not been able to find
data to be able to reflect the percentage
of doctors who continue in the academy and those who
by necessity or by choice, continue their professional career
outside the academy? Thank you Lorena, no, there are no data
We don't have them, the last thing we found was
before the crisis and it was because of some surveys that were carried out
on some specific programmes, I think on the FPI and FPU
but there are no series or follow-ups. In fact, it is something
that we always have in mind, that without numbers, this one,
that is, it is suspected of having international
numbers that make you think that Spain will follow this line
but we are not aware that there are any surveys
or follow-ups like the ones you mention
I think Eva has the microphone enabled. Eva was a speaker,
if I am not mistaken I think not, she was a speaker
at the first seminar I think Izaskun wanted to ask you a question. Hello, Izaskun
how are you? I don't have a camera
and I'm delighted to hear you as usual, which is wonderful and fascinating
I congratulate FECYT on all this, but I had a very
very specific question that I think I agreed with
and I'm glad that one of the students applauded it, which is to know
a little about how you involve the private sector in these programmes, I am particularly
thinking about industrial doctorates if, for example
the mentor should be an academic who has the role of
a mentor and the doctorate should be a doctorate in industry or how to do the normal
doctorate and I for example match one of my doctoral students
to a mentor in the private world. I am very interested
in this public-private partnership Thanks Eva, let's see
We were very afraid of that because, of course
our natural environment is the academy, the public sector, so we were
very afraid to even be able to get enough mentors
in fact in the project that gave us European
our commitment was five couples because we were afraid
so we started pulling contacts ourselves what we did
before launching the public call, We also received
many expressions of interest from
the private sector, but before that what we did
was to pull the whole agenda of the whole team calling
I had friends working in the pharmaceutical sector, we had
friends in the European Commission, I had people
who knew in biotechnology associations like AseBio, our bosses
in other words we did the classic cold door calling
everyone we could think of and trying to convince them
And it was very easy, I mean, people really connect
with this programme very well and once it happens
we made sure that through friends and acquaintances we had a reasonable
number of mentors, we made a public call
Let's see, FECYT, it's true, that our social networks reach many
people, not just researchers, and that's where we
got in. And now we have a lot of word of mouth from many people
who have participated in the programme, from mentors in the private
non-academic sector, because also, for example,
within FETYR we have four or five mentors who
have wanted to participate and it's also an interesting career
for anyone who wants it and this year we've done
the same thing, we've identified a few companies
that we hadn't touched last year and we've proposed that they participate
and now we are getting something that we didn't get last year
which is a little more institutional participation, last year it was
more about people who work at Pfizer
for example and participated, but we are already having
conversations with Pfizer to see if
they will endorse or support the program as a
company Sorry and one last thing I was going to say to you Eva
we haven't done it but the other day we were at a mentoring conference
and there are a lot of people who are asking
the mentee, that is the organisers of the mentoring programmes
to ask the mentee who they would like to be their mentor
I'm thinking of your question about industrial doctorates
directly you call him, imagine that you are doing a
doctorate on a certain subject and you would love
someone from Repsol to be your mentor, well then we call that person
that is, on request and let's say proactively by the mentee
That is something that many people are doing, we didn't do it
but there are many ways to attrack them. Thank you very much
Thank you very much also Eva and thank you very much
Izaskun in any case I insist that there is the forum if there is
any question that remains pending so that you can
post it there and there will be a person in charge
of moderating and answering
Thank you Izaskun because I also think that you are in a bit of a hurry
and we don't want to keep you either. Yes, I am very sorry I have
to go I would love to stay until the end but
I have to go, so thank you very much for your contribution
Thank you and congratulations because the truth is that
you are always pioneers in the Carlos III, so congratulations
thank you, thank you Izaskun, see you later, bye
it is time to spend a small round table that we had also organized
to talk about this topic with professionals from
Carlos III herself, I present them in the same order
in which they will intervene later are: Jesús Carretero full professor of
architecture and computer technology, Beatriz
García Osma Full professor of accounting and doctor in financial economics and accounting and
finally Miguel Ángel Marzal
Vice-Dean of Academic Planning and Infrastructures
of the University Professor of Library and Documentation
You are accompanied by Lorena Muñoz who is the director of Effectia
and from this moment on she will put the issues on the table,
if you like. Thank you very much Izaskun and welcome to the table
colleagues if you will allow me to make a very brief introduction
about what I think can put the reasons into
perspective We have listened to Patricia and Izaskun
where they clearly say that a mentoring programme
is a tool, what we have to think is what we want
to do a mentoring programme for I see it clear
I defend an objective of the mentoring programme perhaps because
after a scientific education, I did not dedicate myself
to science, perhaps because I participate in the Rebeca programme
and I see the value or the need that
a large percentage of doctoral students and
post-doctoral researchers may have. So, I am going to spend only one minute
of my time showing in only numbers, they are not opinions, they are data. This is
information from Unesco and what it says is that, since 2007
the world population of researchers has increased
by 21% to almost eight million researchers
22% of whom are in the United States. However
the number of millions
in the same proportion. It is clear that there is a bottleneck that
does not allow these researchers,
doctors within academia, to advance. more data when
we see, these are british data from the Royal Society of 2010,
when we see what the outcomes of the doctors
are we see that, 53% follow a
career outside of science and of the remaining 47%
17% go to government or non-university environments
30% go on to an early carreer research stage, this would be a postdoctoral
but they end up being university professors
0.45% therefore it is clear that all the
ouputs that you generate in the university very few stay within
the academy and the majority are working outside of the academy
Next slide, two more and I'm done.report from
the european commission, when we see what the positive factors
are for recruitment and career progression
we see that transversal skills are one of the main ones
along with international mobility
and when we realize what training doctoral
programs give students, well
transversal skills do not appear, but 89%
are research skills, it is a small reflection on
how to support, from the university, the professional career
development of these researchers of the future
I stop sharing, if I realize how do you stop sharing here and
I leave room for my table colleagues who are going to
explain a little what is being done so far
at the university I think Jesus that you were the first, Yes good morning everyone
can you hear me well? yes, perfect. Well the truth is that a little seeing
the presentations that have been made, the first thing I have
to say is, I have no experience in participating in mentoring programs
like I have seen.My fundamental experience has to do
with the completion of doctoral theses
in which I have directed many
and well, when one directs doctoral theses in the end, one ends up doing mentoring and a little bit of everything because
it is a fairly long process, so within the aspects
of mentoring that I have, and
I think it is important to emphasize is that
the research aspects, which are being highlighted here a lot
I think that they should also cover the students doing
the Masters because there are two parts that, that has to do
with the postgraduate that I think is not very well covered many
mentoring programmes that are mainly dedicated
to undergraduates, for whom they are better offered.In my case
In the case of doctorates, let's say that I'm trying to promote
doctorates in both research and industry
precisely because I'm aware that not everyone will end up
in research, and even less so in Spain
because for ten years now, with the crisis
there has been little money to create research positions
and unfortunately the companies we have have do not have
a high enough research profile to require researchersit is important
from the beginning to try to talk to the people
you have with you and try to find out what they want and where they
want to go because if they are very clear about it
they do want to stay in the research because in many cases
if they do a good research, leading research
from the beginning they have no choice but to focus on
a type of activity and contacts and deformation that will take them
to the international distance and that in Spain in my experience is like that
So I like industrial doctorates because they also allows to
the transfer of people to industry by mixing a little bit, academia with
industry, and above all because they provide a lot of contact
with companies, right? and with the business world, which I think that
in the universities in Spain we also lack a little bit
I think that we have not connected very well with the companies
and we have to have many professionals who are doing
mentoring within the universities so that people can
go outthis is linked a little bit to the career development
activities that I think can be done
a little bit in the mentoring instances which, in my case
basically focus on advising people every two things
one is that I do a lot of training in international instances and basically
as far as I can, I advise them where the best to go
depending on the things they want obviously then they are free
to decide or not, if they want to go or not, where they can go and then I think
it's important that they do training in career seminars
in fact, at this university and at many others
that I have seen in Spain, I think I miss some postgraduate career
seminars I, in some experiences
I have had in international placements
have seen that the universities have career seminars
for postgraduate people which are seminars where every two weeks
or every week an expert from abroad comes
a person from many fields. Maybe he is an investor in the stock market or maybe he is someone who is a
chief engineer or a philosopher usually they are
in many cases ex-students of the university and I think that there
in our program of ex-students it could go very well
and that I believe that it allows people to have a good wide
vision of future, not only from the technical point of view of course
but that someone tells from outside how it has developed
his professional career I have more or less had this development
and in these years done this, and this, and this, and I think that
would be very important I tell them what I have done but it is still
a partial thing and I think it should be more institutionalised
And of course, one thing that is very important in the end, although we are
talking about matching pairs of volunteers and everything
I think this has to have fundingAny mentoring programme
that is set up has to have funding
it has to have funding and I think that any programme
that is supported has to have funding because, in the end, if you want to
do activities, however many of the mentees are responsible and so on
you need to fund certain activities
like I say career seminars or even
favour events that allow you to bring people together or even support
mentees so that they can look for initiatives themselves
and develop I, from the point of view of another thing
I try to teach people a little bit about what sources of funding
they can get to have personal and professional development
well in principle this is a bit
all I wanted to say right away if we go into
the discussion at the table we can develop a little more.
sorry about the noise, don't worry about it thank you very much
for respecting your time we will now give space to
Beatriz for her reflections and contributions
on the mentoring program they do in accounting, very good, thank you very much
for the invitation of course by listening I really become aware
of all the things that I do that have nothing to do with
mentoring or I am also learning which of the
activities that I do are perhaps most related to
mentoring What I do is supervise
students so I have put here helping to get where? we try to help them
by taking students to the labour market, which
in the area of accounting, in business economics, is a very
structured market and therefore, knowing this market how it works
is fundamental to be able to succeed in it
some of my last students here I put where they have gone
in the last three to four years have gone to good universities
then what we really work with them
is that they have a good job market paper a papaer where
they can have an interesting question that is well identified
methodologically they are technically good they said this is not mentoring
of course I see it as something complex, when the
supervisor is also the mentor because i can tell
my student you need to have a good paper or a
quality paper but as a supervisor i can also tell them this is a quality paper
then the two figures get a bit mixed up because
it is easy to say, what you need is this, which is the advice
and what the supervisor does in a way is also to advise
or say how to get to this good quality
research paper and what they also have to prepare is a good resume
in which I fully agree with what Jesus said they have to have
stays, they have to have good letters of recommendation then
we have to help them they have to go to conferences, they have to
have done courses and that is where I think we can
help them advise them so that they can make the best possible
curriculumWhat actions do we have underway And I say quickly
in three lines, what we are trying to do in my group is
on the one hand, the quality part of
the research of having a good work with which to reach the labour market
fairly regular meetings try to give reasonable feedback
that this is advice at the end the advice of
what I think they are doing right and what they are
doing wrong, I try to give the bad news as soon as possible
if I consider the work is not of good quality but
I also give them freedom I think this is very important in the end
the student has to find his own area of research
his personal interests and that is what should prevail
the issue of helping them to generate
a good academic network it is
very important what Jesus said about the stays
I try to advise them on places you can go
and help them you may say that
mentoring is not the thesebut of course,
we can also put you in touch with these people
I don't know if it's also
about letting the student make contact
but then the chances of success are probably lower
I advise them on
which congresses they should participate in which workshop they should attend
suggesting training courses based on the deficiencies
I detect in their training. therefore here again
advice is closely related, not only to listening
but to the active observation and evaluation I make of the skills
they are already developing also try to get them
references from people in other institutions who might know them
and who can give them a letter of recomendation give them advice
and financial support integrate them into the research projects
we have so that they can attend all these things
because as a mentor I can tell them, it would be very interesting
for you to go to this congress and
that congress costs a thousand dollars
plus the plane and the fee, so if there is no financial support
the advice is left with some good words that do not
go any further in relation to the preparation of the job market
what we have in the group is a
weekly meeting in which we read, comment
present papers, discuss everything so that they also
get to know each other because many times the mentoring
comes from the colleagues of the colleagues who are doing
the doctorate among themselves we also make practices of the interviews
that are going to attend in the labour market we make them
do a kind of interviews that they can have
when they are going to ask for a job in the university
we organized a session in which, with a dog's face, they were given
interviews that they could have later in this
job market to get a position in these universities
the last thing that is also very important to me I try to
emphasize it as much as I can and to advise it
even if I am not asked to do so, it is the holiday break, because I think
one of the fundamental experiences that we, as supervisors
can give to students is that a doctoral thesis
can be very hard and there is a danger of falling into working at a loss
working too long which is not beneficial
this is also something I emphasize a lot and those are
the things, the areas I wanted to comment on from my group practice
and with this I give the floor to the following colleague
who can talk about his particular experience, thank you very much
Beatriz too and thank you for respecting the schedule
you still have two minutes left Miguel Ángel it is your turn to close
with your experiences and then we will extend a few more minutes
after the closing time to facilitate a brief debate
Very good, thank you very much. I guess you can hear and see the slides
i will try to go logically fast and above all tell you
exactly what they were because i have had the
same difficulties as my colleagues,
the situation a little bit
of doubt because logically in the mentoring
on my part has been clearly intuitive there are some occasions
There are some occasions when what I am doing probably does not fit in
with what mentoring is, but from the very beginning I wanted to make it
clear to you what my perspective on this problem has been. look
i have put this first slide for you to see that when
I accepted the possibility of being in this seminar
with the indication that my experience in mentoring is fundamentally
from the perspective of the culture of the faculty of humanities
communication and documentation fundamentally and
above all, what I wanted to contribute, is that you see what is the
situation in which we move logically
the people who come from this area wanted you to see
fundamentally our scientific culture and
therefore inscribed in the mentoring that essentially
you have referred before to the figure of the mentor, we looked much more
at who was addressing that it was Ulysses a very peculiar character
but above all what I wanted you to see is the
importance within this context of how we approach mentoring
or what is my experience as a school
in the scientific culture of my area of knowledge of the
faculty which is extraordinarily important the object of
research knowledge can undoubtedly be one but it is indeed a prism that
has many planes each of the schools
approaches that object in completely
different ways that is why the notion of school is so
important and now I will tell you exactly
why it is also important how we approach knowledge
I had the pleasure of being at the election of the new director of the
polytechnic and she at one point always insisted
that the engineer is the one who solves the problems
of course
generate the infrastructure to solve
the problemswhat we in the humanities were doing, we are fundamentally
the ones who put forward hypotheses for knowledge
I want you to keep this in mind so that you can see
what the mentoring experience is i want you to see
also within the context of mentoring in which
i live is the one we were immersed in and i am a competence model
which is called the european higher education area from my point of view
also there i have had an indication of where
my experience as a coach is going
in my coaching experience to when i am
becoming a mentor I want you to see how
and
by you, our model is always made, or should be made
which is an indication of what the skills
would be fundamentally skills for a use of the tools
the skills which are fundamentally
a skill in use
but I want you to see the competencies where this for me
is coaching when they come to me and I can exercise my mentoring function
it is in this notion of competence that a clear
distinction is made between what it is to know as the assimilation of concepts
in a passive way and what it is to apply
this knowledge effectively fundamentally it is an attitude
and a behaviour and that is precisely what, from this perspective
of my faculty and my area of knowledge,
the notion of school is directly related
is a way of seeing and creating an attitude and behaviour of your mentors
towards any academic debate and naturally that also
contaminates in some way what is the monitoring
experience I will now
tell you quickly, but clearly enough, what my experience is
I want you to see that the area, I have it fundamentally so established
because mentoring can be done on a modular but scalable scale
and I put them all directly into the
integrated work form I start with
mentoring, as I understand it, in the
final Masters projects because many of them are the ones that later feed
the doctoral theses that are written or can be incorporated later into research projects
such as EFP and FPU and then it also generates
an impact that allows me to receive researchers
with whom I also, in some way, have this mentoring
relationship this was, in a way,
what the object is, my objectives when I receive
a person who is going to decide to have that mentoring
experience with me the first thing we see, talk and discuss is
to tell him, in this part I am active, what the lines of
research are, that is to say what my main lines of interest are because
because they must be enrolled in an academic unit in a
research team where it will ensure my impact
and therefore that my mentoring is as useful as possible
then I listen to them
what their research might be
at any given time and then
whether that research is going to be basic or applied
I also give you the first notions of what
cooperation in this research process
would be like that
cooperation networks is visible at a certain point in time
this is very important - and then the possibility that such
research may have publicationsthis is going to have a lot to do with
the curriculum the extraordinary prizes etc
then, I won't take long, i tell them how i do exactly
the methodology when i started this mentoring first is to establish
perfectly what the research topic is and ask them
to make me a title note, this is a title that
can be absolutely tentative, but when a person
is able to state in a title exactly what he wants to
investigate, it is because they have understood well the previous step of how
mentoring is and how I want it to develop later I ask them to make me a table of contents
totally tentative but yes, please, I want you to see
that, if I am good at the table of contents, it is not
so much what the research will consist of but rather that they are good
at arguing because he has to argue with me on the other side
of my table and he has to convince me that indeed he knows
what he wants and where he wants to go and therefore the need
for an inverted pyramid in which we start from the most general
the most particular and yet the most cutting-edge in this case
Miguel Ángel is sorry to interrupt you, but remember that we are
We are already over the limit, you heard the phone before right? I only have this one
that is very fast and the following Thank you very much Lorena
I just want to tell you that immediately after we start the work, I want you to see
how I perfectly establish what the coaching tasks would be, basically the techniques
that are to establish the searches and organization for that our library
is extraordinarily useful in the academic skill centers
that they have in the Anglo-Saxon faculties that have an extraordinary exhaustive service
to know how to do well but later and I want you to see how I put the
notion of the interview and for this he used a technique called
phenomenography which makes it possible to do
extraordinarily practical guided
interviews because I want to see future developments as
the ultimate goal and with this I end up that
with momentoring as a teacher it is effectively to establish the
notion of teaching this is for the people of my faculty
what mentoring is and to create what in my area of knowledge
are called an invisible school those networks and of course a research
lobby Lorena this is the one I can finish with thanks
very well thank you very much Miguel
very well, thank you very much Miguel Ángel and forgive the interruption, we are losing people
let me just make a very brief reflection on what I have heard from your
contributions and translate this for the sixty-one attendees
who still follow us I believe that in fact
what you're doing in the three examples that we have heard
from Jesús Beatriz and Miguel Ángel is either building
the curriculum through mobility and referrals and attending conferences
landing in the job market, helping students
build their professional network, helping them
find their way through the questions you ask them
and the work you do, is in the end, a way of helping
them develop new transversal skills those that
will help them to be a good researcher but also
to be a good professional outside the field of research
All these things that you have done without being formalized within a mentoring
programme are the activities that are expected in a
mentoring programme. Therefore, a mentoring programme
with the aim of contributing to the development of your professional career
what we wanted to do in this seminar
in this second seminar that we organised within the framework of the human
resources research logo, is to bring to the surface what you
the tutors, are humbly, unstructurally, intuitively
doing with the thesis directors and who
in some way, give the support, the basis, the raw material
to build a formalised, structured mentoring programme
with a start and end date, with well-defined objectives
and this is what we want to continue
through this forum in which we are inviting you
to contribute ideas and resolve doubts so that
in a bottom-up, inclusive and participatory manner,
between the thesis directors and your experience and the students of the
doctoral programmes and the postgraduate researchers
we can all define which programme will be able to do the mentoring
which I continue to insist on professional
development outside the academy could define
from the Carlos III University we leave a few more minutes
for a brief reflection by the speakers and of course
for doubts of the attendees who are still there From my point of view
I just want to say that I think it is very important that there is
a mentoring programme, that I think we should have a structured mentoring programme
indeed, beyond what each one is currently doing
that we can make a rather particular
but perhaps not very focused on what mentoring itself
is I think it's very important to set up or something like that and have it
available for students I insist for the postgraduate students that I think they are the ones
who are in the market let's say that we are looking at more right now in this workshop
and simply that I have more questions but
I don't know if it's time, or if people want to leave
we are fifteen minutes late and I think people are leaving
for other engagements I believe that it was
a round table that was very illustrative of the value of
what is being done and, as I said, a first step
towards building on it I leave the floor to the vice-rector
and Carmen so that either of them can close
the performance I would like to thank the three members of
the table Jesús, Beatriz, Miguel Ángel for having worked
during these days in designing this debate and thank you
very much Arancha for the organization Thank you, I want to thank them before they take the floor
and remind all attendees that they will soon
receive a survey that we strongly urge them to
complete because it is the way
to keep improving seminar by seminarso we give
the floor, as Lorena had done, to Carmen, thank you very much
Well, I don't know if the Vice-Chancellor is around, if Nacho is around I suppose he'll be the one who wants to close
well, yes, I am hereyou could close your perfectly Carmen
I think it was a seminar that really illustrated us
on a subject in which we have to work there is a forum
that we believe it is important that you can participate
to give us ideas, clues, etc. where we should follow
although I believe that we are clear right now about some of the paths
or actions that we must surely take
within this mentorship programme that we should develop
within Carlos III well, i just want to thank you all for holding out so long
with the hunger you will all have, it is already
lunchtime and well soon we will
announce the third of the seminars
we will be holding within this area of the logo
and thank you all very much