Internet DRAFT - draft-elkins-mentor
draft-elkins-mentor
INTERNET-DRAFT N. Elkins
Inside Products
M. Georgescu
NAIST
V. Hegde
Independent
K. Chege
Intended Status: Informational ISOC
Expires: March 25, 2016 September 22, 2015
Mentoring Program 1.1
draft-elkins-mentor-00
Abstract
The mentoring program was started by in 2013. It has been continued
in the original form to date. The time has come to expand the
program to better suit the needs of participants. To this end, a
survey was taken by IETF participants. Results are analyzed here.
A number of new initiatives are also being proposed.
Table of Contents
1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1.1 Definition of Terms . . . . . . . . . . . . . . . . . . . . 4
1.2 Current Mentoring Program Mission . . . . . . . . . . . . . 5
1.3 Current Mentoring Process . . . . . . . . . . . . . . . . . 5
2 Mentoring Survey (2015) . . . . . . . . . . . . . . . . . . . . 5
2.1 Mentoring Program Experiences . . . . . . . . . . . . . . . 5
2.1 Profile of Participants . . . . . . . . . . . . . . . . . . 5
2.2 Why People Attend IETF . . . . . . . . . . . . . . . . . . . 6
2.3 Mentee Experience . . . . . . . . . . . . . . . . . . . . . 7
2.4 Mentor Experience . . . . . . . . . . . . . . . . . . . . . 7
3 Structure of the Mentoring Program . . . . . . . . . . . . . . . 7
3.1 What People Want from the Program . . . . . . . . . . . . . 7
3.2 Different Ways of Mentoring . . . . . . . . . . . . . . . . 7
3.3 Classic Mentoring . . . . . . . . . . . . . . . . . . . . . 8
3.4 One Time Event or Workshop . . . . . . . . . . . . . . . . . 8
3.5 Regional / Institutional Mentoring . . . . . . . . . . . . . 8
3.6 Task Mentoring . . . . . . . . . . . . . . . . . . . . . . . 8
3.7 Ongoing Mentoring . . . . . . . . . . . . . . . . . . . . . 9
3.8 Shadow Mentoring . . . . . . . . . . . . . . . . . . . . . . 9
3.9 Speed Mentoring . . . . . . . . . . . . . . . . . . . . . . 9
4 Selection of Mentor / Mentee . . . . . . . . . . . . . . . . . . 9
4.1 Who Should be a Mentor? . . . . . . . . . . . . . . . . . . 10
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4.2 Types of Mentors . . . . . . . . . . . . . . . . . . . . . . 10
4.2 Who Should be a Mentee? . . . . . . . . . . . . . . . . . . 10
4.3 How to Match Mentor and Mentee . . . . . . . . . . . . . . . 10
5 Where / When / How to Mentor . . . . . . . . . . . . . . . . . . 11
5.1 Remote participation . . . . . . . . . . . . . . . . . . . . 11
5.2 When to Mentor . . . . . . . . . . . . . . . . . . . . . . . 11
5.3 Time Constraints . . . . . . . . . . . . . . . . . . . . . . 12
5.4 How to Mentor . . . . . . . . . . . . . . . . . . . . . . . 13
6 Publicity . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
7 Measuring Effectiveness . . . . . . . . . . . . . . . . . . . . 13
8 IANA Considerations . . . . . . . . . . . . . . . . . . . . . . 14
9 Security Considerations . . . . . . . . . . . . . . . . . . . . 14
10 References . . . . . . . . . . . . . . . . . . . . . . . . . . 14
10.1 Normative References . . . . . . . . . . . . . . . . . . . 14
10 Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . 14
Authors' Addresses . . . . . . . . . . . . . . . . . . . . . . . . 14
Appendix 1: Mentoring Survey . . . . . . . . . . . . . . . . . . . 15
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Status of this Memo
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IETF Trust Legal Provisions of 28-dec-2009, Section 6.b(i), paragraph
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1 Background
The mentoring program was started by Alissa Cooper and Brian Haberman
in 2013. It has been continued in the original form to date. The
time has come to expand the program to better suit the needs of
participants.
1.1 Definition of Terms
Mentor: An IETF participant who has been active in the IETF for a
number of years and understands how the IETF process works. The
Mentor has the desire and the time to help newer participants to
become more effective. A Mentor will be willing to guide a number
of individuals with the mentoring lasting for a length of 2 years.
The mentoring will be both at the meetings and remotely between
meetings. The number of individuals a mentor wishes to have is up to
the mentor.
Mentee: An IETF participant who wishes guidance on a specific task at
the IETF or in the overall process and workings of the IETF by
working with a more experienced IETF participant. The Mentee may be
a first time attendee, a relative newcomer (less than 3 years of
involvement in the IETF), or wish mentoring on a specific task such
as how to get an Internet Draft to progress to becoming a standard.
Mentor Group: The mentoring group, doing on-going mentoring,
consists of the Mentor and his mentees. Each mentee may be at a
different stage in the process of becoming a full and active
contributor to the IETF.
Remote Mentor: An experienced IETF participant who will mentor or
answer questions via email, video conferencing or other electronic
means.
Regional Mentor: An experienced IETF participant who will mentor in a
geographic region.
Regional Mentoring Coordinator: An experienced IETF participant who
will coordinate Regional Mentors.
Institutional Mentor: An experienced IETF participant who will guide
others at a corporation, educational institution or other grouping.
This type of mentor may wish to share his or her expertise and ways
of mentoring with others.
Task Mentor: An experienced IETF participant who will assist in a
specific task such as how to get an Internet Draft passed.
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Mentoring Event: An event organized by the mentoring committee to
bring Mentors and Mentees together. This may be task-specific (ex.
"How to get an Internet Draft passed", "How to build consensus") or
for more general topics (ex. "How does the IETF work").
Mentoring Committee: a group of IETF participants who coordinate the
mentoring program.
1.2 Current Mentoring Program Mission
The goal of the IETF Mentoring Program is to match experienced IETF
participants with newcomers in order to aid their integration into
the IETF community through advice, help, and collected wisdom. The
guidance provided by the mentors should speed up the time it takes
for newcomers to become active, contributing members of the IETF.
As the Mentoring Program develops, a charter (similar to the EDU Team
Charter) needs to be created.
1.3 Current Mentoring Process
Currently, the Mentoring Program operates only at IETF meetings. If a
Mentee signs up with enough advance notice (3 weeks or so before the
conference), then the IETF Secretariat arranges for a web- based
meeting between the Mentor and Mentee.
Matching of mentor and mentees is currently done by volunteer
coordinators, assisted by the IETF Secretariat. The tracking and
assignments are based on a relatively crude system (i.e. XCel
spreadsheet). Work is being done to create a set of web pages to
assist in this area.
2 Mentoring Survey (2015)
A survey was conducted in 2015 to help determine what changes should
be made to the mentoring program. The base results include who comes
to the IETF, what they expect from it, and what kinds of information
new attendees wish they had ready access to. The survey is attached
in Appendix 1.
2.1 Mentoring Program Experiences
2.1 Profile of Participants
In total, there were 102 responses to the survey. Some interesting
points about the people who took the survey:
- 2/3rd of the people are working on an active draft
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- 1/3rd were from academia (students or professors)
- a little over 30% were network operators
- about 8% were working on public policy
The answers were not mutually exclusive, so the total does not need
to add up to 100%.
Our first question was whether this survey is an accurate reflection
of the IETF membership, thus making the results useful. The authors
tend to think that it is unlikely that 2/3 of the attendees of the
IETF in general are actively involved in a draft, so it seems that
the survey responders are biased towards the most active members of
the IETF.
After consideration, this seems unsurprising. If one looks at the
psychology of survey takers (with no reward at the end of the
survey), it is likely that the population is disproportionately
biased towards either the most engaged members or those who have a
comment either positive or negative. Having the mentoring program
serve the needs of the people who are most engaged, thus most likely
to create great RFCs seems a worthwhile effort.
When asked how many IETFs they had attended, more than half of the
people had attended over 4 IETF live meetings. A fifth of respondents
had attended between 2-4 IETFs and a quarter of respondents were
attending their first IETF.
Again, this may be biased towards the more engaged participants. But
since approximately 25% of the survey takers are newcomers and the
current mentoring program only targets newcomers, one would have some
trust in the results of the comments on the Mentee experience. Of
course, there appeared to be some confusion about which mentoring
program was being commented on - the IETF mentoring program or the
ISOC mentoring program, but we suspect that the survey results were
not completely invalidated by this slight confusion.
2.2 Why People Attend IETF
This question is important because the authors wish to design a
mentoring program that suits the needs of the participants.
70% want to make progress on an active draft
82% want to contribute to a draft or other work
80% want to learn about activity in networks or protocols
This is interesting because many people do not just want to make
progress on their own efforts but want to be active contributors to
the efforts of others. This reinforces the "community" aspect of
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IETF. It takes a long time to create a great new standard and
requires active participation from many other engaged members.
2.3 Mentee Experience
More than 85% of the Mentees who responded expressed that they felt
the mentoring process helped them in some way in helping them to
achieve their overall objective of attending the IETF. This
indicates that the Mentees benefit from having someone more
knowledgeable with the IETF to guide them in the beginning.
Having said that, slightly less than 50% of the Mentees said that the
program helped them "a lot" or "more than expected". This would
indicate to us that restructuring the program and offering more
alternatives may meet the needs of the participants.
2.4 Mentor Experience
The current program appeared to be viewed more favorably by Mentors
than Mentees. Many also saw it as a way of giving back to the
community. A bit over 65% if the Mentors expressed they that they had
an average, good or very good experience with the mentorship
program.
A number of comments were made towards improving the mentorship
program which have helped in the drafting of this document.
3 Structure of the Mentoring Program
3.1 What People Want from the Program
Expectations for the Mentoring Program vary. Some mentees will want
a short relationship, just to get them started; some will want a
longer relationship, in order to get thoroughly integrated into the
IETF. Some mentees merely want technical help on IETF processes;
some want cultural guidance. The kind of mentoring offered should be
specified when a mentor signs up for the program. Mentees should
also be asked about their needs/expectations when they sign up.
3.2 Different Ways of Mentoring
To help IETF participants achieve the ultimate goal of full, active
participation in the IETF process for creating new standards, we need
to have multiple ways of mentoring available. As the program
evolves, we will undoubtedly find more ways to mentor.
As the core goal of the IETF is to develop effective standards, the
goal of the mentoring program should be to help participants in the
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sometimes arcane process of passing standards. But the program
should also help Mentees to become good and active participants.
So, we propose the following types of mentoring:
1. Classic mentoring
2. One time event or workshop
3. Regional / institutional mentoring
4. Task mentoring
5. Ongoing mentoring
6. Shadow mentoring
7. Speed mentoring
3.3 Classic Mentoring
Retain the current option of having a pre-meeting conference call,
followed by one-on-one, face-to-face meetings of Mentor and Mentee
on-site at a single IETF meeting.
3.4 One Time Event or Workshop
In addition to the "classic" Mentor, have a small group (10 or so)
which meets at the IETF and also maybe remotely to discuss specific
topics of general interest. These differ from Task Mentoring efforts
in being a one-time effort. If the topic is of recurring interest,
it may become a Task Mentoring topic.
Format can be: 30 minutes presentation, 15 minutes group discussion,
15 minutes one-on-one time with an AD / WG chair. (5 or so WG
chairs and ADs will be needed to support this.)
This may be done in conjunction with the Newcomer's Tutorial.
3.5 Regional / Institutional Mentoring
Often mentoring has cultural components. This option allows mentees
to learn how the culture of IETF relates to their own regional or
institutional culture. A Regional or Institutional Mentor who is
familiar with the regional or institutional culture will work with
mentees. The goal is to help them learn about the IETF and how it
works, both formally and informally.
3.6 Task Mentoring
IETF involves various specific undertakings on a recurring basis.
Events (and/or videos) will be offered, both at the IETF and
remotely, which discuss specifics on topics such as "How to get an
RFC passed" (Scott Bradner will have PPTs and videos for this). Task
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Mentors will create and present materials on these tasks as they are
identified, and will work with mentees who need assistance on
accomplishing them.
3.7 Ongoing Mentoring
This option is for people who want longer-term mentoring. For many
attendees, it may take a number of years for newcomers to feel
comfortable in the IETF environment and to develop their own network
of contacts.
Both mentor and mentees make a commitment to work together for up to
3 IETFs. At each meeting, the mentor and his mentees meet. If the
mentor takes on a new mentee, then the group can meet together. This
will help create a network for new people.
3.8 Shadow Mentoring
Sometimes the best way to learn how something works is to watch
someone who knows how go through the process. Shadow Mentoring
involves having the mentee shadow the mentor -- spend a week (or a
day) at IETF following him / her around, attending the same sessions
and meeting, etc.
A Shadow Mentor may devote one entire day to the Mentee. A
prospective Shadow Mentor would have a breakfast meeting with the
Mentee to explain the day's schedule, then as the day proceeds, he /
she would explain why they are at each session (presumably, it is
pertinent to either their work at the IETF or of interest otherwise),
go to lunch (and optionally dinner) with the Mentee, and then have a
feeback session together at the end of the day. Of course, if
shadowing is not working out for a particular pair, for whatever
reason, the Mentee / Mentor can come to the Mentoring Committee and
ask for reassignment.
3.9 Speed Mentoring
This would be similar to Speed Dating. That is, we have a session
with ten experienced IETFers (Mentors) and the same number of
Mentees. Each Mentee / Mentor pair talks to each other for 5
minutes. This event will be moderated by the Mentoring Committee.
The advantage of this approach is that it is a limited time
commitment for the Mentor as well as a way for the Mentee to meet
quite a few people in a short amount of time thus building their
network and getting multiple perspectives.
4 Selection of Mentor / Mentee
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4.1 Who Should be a Mentor?
Mentors should have been active in the IETF for long enough to be
familiar with the organization and how it works. They should also
have developed a network of contacts within the organization, so that
they can make their mentees familiar with how to build their own
networks. And they should understand the process by which RFCs are
written and adopted or how new work is introduced to the IETF.
Mentor volunteers should be aware that at times there will not be
enough mentees to go around. Failure to be assigned a mentee is a
reflection of low demand, not a reflection on the mentor volunteer.
Of course, as the program gains in popularity, there may not be
enough mentors also. With time and innovation, we hope to achieve
steady state.
4.2 Types of Mentors
A mentor may sign up to be:
1. A Task Mentor
2. Regional / Institutional Mentor: (The regional mentor coordinator
will be chosen from this group.)
3. Remote Mentor
4. Classic Mentor
5. Shadow Mentor
6. Ongoing Mentor
7. Speed Mentor
Clearly, a different set of time commitments is involved in each.
A mentee would not sign up for a mentor type directly, but would go
through a series of questions on their needs (See section on Matching
Mentor and Mentee).
4.2 Who Should be a Mentee?
Mentees can range from first-time attendees to relative newcomers to
the process (those who have been involved for less than three years).
Each mentee may have different needs. The Mentor Program will
attempt to match mentee needs to mentor expertise.
After spending some time as a Mentee, the individual may wish to
become a part of the Mentoring Committee as a way to give back to the
community for having mentored them. They may also wish to provide
feedback to the community.
4.3 How to Match Mentor and Mentee
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A Mentors DB will be constructed which tracks who has volunteered to
be a mentor, what kind of mentoring they can do, and who (and how
many) Mentees they have at any given time. An online tool will be
developed to ask Mentees what kind of mentoring they want (among the
options that they have) as well as for Mentors to be able to indicate
how they can help (among the options they have).
The tool will walk the would-be Mentee through a structured set of
queries to determine his particular needs and desires. It will also
guide a Mentor volunteer thru a structured set of queries to
determine his expertise and interests. The data will then be used to
match each Mentee with the optimum Mentor and type of program.
5 Where / When / How to Mentor
5.1 Remote participation
The best way for mentoring can be considered face-to-face meetings,
as they can help build trust and understanding between Mentor and
Mentee. The face-to-face meetings can also inspire and create a sense
of collaboration towards the common goal, "making the Internet work
better" [RFC3935].
However, in some cases attending an IETF meeting is prohibitive to
individuals which have the knowledge and motivation to contribute,
but lack the resources or capacity to attend. In this context, remote
participation can be a suitable alternative. If remote participation
is required, the mentoring process should involve pre-arranged
conference calls or email exchanges.
In some cases, remote participation can be organized as a group
event. For this situations, Regional Mentors can be assigned if there
is a pool of available volunteers in that region. In this context,
the Regional Mentors can organize on-site mentoring sessions for
multiple Mentees, of course to the best of their availability.
5.2 When to Mentor
In many cases, participants in the mentoring program sign-up for the
mentoring program before the IETF meeting. In this cases, the
mentoring program coordinators match-up Mentor and Mentee and
introduce the two to one another over the e-mail. Following the e-
mail introduction and considering the Mentor and Mentee's
availability, at least one remote or face-to-face meeting is
recommended prior to the IETF meeting. This can be a good opportunity
for the Mentee to discuss his interests and expectations related to
the IETF meeting.
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However, some of the mentor program participants sign-up on the first
day of the IETF meeting. In this instance, depending on the mentor's
schedule, the short introductory meeting is recommended before the
Newcomers' Meet and Greet.
One of the major opportunities for the Mentees is the Newcomers' Meet
and Greet session, which is open only to Newcomers, WG chairs and
Mentors. To take advantage of this opportunity, it would be essential
for the Mentor to participate and introduce the Mentee to the WG
chairs according to the Mentee's area of interest.
Another good opportunity for the Mentee to be introduced and
socialize with other experts in his field of interest, is the Welcome
reception. To the best of his availability, The Mentor is recommended
to attend and support the Mentee in this attempt.
Follow-up meetings throughout the week are also recommended.
Sometimes, the IETF sessions can prove confusing and overwhelming for
a newcomer. This type of interim mentoring session should help the
Mentee better understand how to navigate through the sessions, and
potentially become an active contributor.
In the case of remote participants, or Regional Mentors, the
Mentoring Process could be composed as well from:
- a short introductory meeting prior to the IETF
- a meeting to discuss the Mentee's recommended sessions
- follow-up meetings throughout the week
5.3 Time Constraints
Mentors are active contributors in the IETF and in most cases have
very busy schedules. To that end, the mentoring session should be
scheduled and agreed upon prior to the IETF meeting. If that is not
possible, the mentoring schedule should be decided as early as
possible. The Mentees need to understand that Mentoring is a
volunteer-based activity and be considerate with the Mentor's time.
Taking into account the many responsibilities of the IETF members
with leadership positions (e.g. ADs), these members should be
considered as part of the Mentor's DB only in extraordinary
circumstances.
A Classic Mentor should plan on about 3-4 hours before an IETF
meeting and about 5-6 hours during the IETF week. We can expect
mentees to meet mentors at least 3-4 times during the IETF week. The
schedule can be decided mutually based on the mentee and mentors
schedules and commitments.
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5.4 How to Mentor
How to mentor should be dictated by the Mentee's expectations for the
IETF meeting. However, the social interaction with other contributing
members of the IETF community is essential to a newcomer. It can help
build the sense of belonging to the community and facilitate the
transition from newcomer to contributor. To that end, as much as
possible, the Mentor should support the Mentee in meeting members in
leadership positions (e.g. ADs, WG chairs) and other contributors in
the Mentee's area of interest.
The Mentor can also help the Mentee choose the area and WGs most
suitable for his interest and recommend sessions throughout the week.
Recommending a list of relevant documents for the Mentee's area of
interest would be a welcome addition. Given its off-site nature,
remote mentoring is mostly limited to the later type of activities.
6 Publicity
Comments were made on better publicizing the mentoring program. The
authors are working to do this.
7 Measuring Effectiveness
At its core, the Mentoring process is a subjective experience. That
being the case, a qualitative analysis seems to be the most
appropriate solution for measuring the effectiveness of the Mentoring
program.
To that end, a survey was proposed and data was collected. The survey
and analysis are presented in Section 2. Question 3 of the survey
covers the level of satisfaction of the Mentee with the Mentoring
program, while Question 4 is targeting the Mentors' experience.
Other metrics may be employed to measure the effectiveness of the
Mentoring program on the long run. One example is the number of RFC
documents published on average by former Mentees. It is, however,
hard to isolate the contribution of the Mentoring program in this
complex context. Hence, this type of data can be misleading.
As a long time participant (with much experience in performance
metrics) noted: "Not everything that can be measured, counts. And
not everything that counts, can be measured."
Having said that, we will continue our efforts to attempt to measure
the success of the revised mentoring process by conducting additional
surveys from time to time. For Mentees, specifically, a breakfast
meeting will be held to obtain comments and feedback on mentoring at
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that IETF. Additionally, a web page will be created to solicit
feedback from Mentees and Mentors. This will also serve the needs of
participants in remote and regional mentoring.
8 IANA Considerations
There are no IANA considerations.
9 Security Considerations
There are no security considerations.
10 References
10.1 Normative References
[RFC3935] Alvestrand, H., "A Mission Statement for the IETF", BCP
95, RFC 3935, October 2004.
10 Acknowledgments
The authors would like to thank Scott Bradner, Brian Carpenter,
Mirjam Kuehne, and Bill Jouris for their comments and assistance.
Authors' Addresses
Nalini Elkins
Inside Products, Inc.
Carmel Valley, CA 93924
United States
Phone: +1 831 659 8360
Email: nalini.elkins@insidethestack.com
Marius Georgescu
Nara Institute of Science and Technology (NAIST)
Takayama 8916-5
Nara
Japan
Phone: +81 743 72 5216
Email: liviumarius-g@is.naist.jp
Vinayak Hegde
Independent Consultant
Pune
India
Phone: +91 94498 34401
Email: vinayakh@gmail.com
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Kevin G. Chege
Internet Society
Nairobi
Kenya
Phone: +254 722 482609
Email: chege@isoc.org
Appendix 1: Mentoring Survey
Q1: How many IETFs have you attended?
(Single choice)
[ ] This is my 1st one
[ ] 2-4
[ ] more than 4
Q2: How did you find out about the IETF?
[Open-ended response]
Q3: Why did you come to the IETF?
(Multiple choice)
[ ] I am working on a draft
[ ] I am a student or professor
[ ] I am a network operator or practitioner
[ ] I am involved in public policy
[ ] I am a consultant
[ ] Other (please specify)
Q4: What do you expect to (want to) gain from participation
in the IETF?
(Multiple choice)
[ ] Make progress on or present a draft
[ ] Contribute to active drafts or work underway
[ ] Learn about activity in the area of network protocols
[ ] Learn about how people are running their networks
[ ] Have fun
[ ] Other (please specify)
Q5: If you were a mentee in the IETF mentoring program, how well
did the program help you achieve your goals?
(Single choice)
[ ] Not at all
[ ] Maybe a bit
[ ] More than expected
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[ ] A lot
Q6: If you were a mentor in the IETF mentoring program, how
pleasant was your experience?
(Single choice)
[ ] Terrible
[ ] Average
[ ] Good
[ ] Very good
[ ] Please comment
Q7: Do you have any suggestions to improve the program ?
[Open-ended response]
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