Intersectorial peer mentoring implementation toolkit

This is the most important phase since it sets the basics for the whole programme. We advise RPOs and universities to dedicate enough time to go over the different elements of this phase and to adapt them to their respective contexts. 

One way to define the goals of an intersectoral programme is to identify the barriers that hinder researchers' career transitions and set achievable objectives to help overcome them. These barriers vary from one context to another. It is important to build a good match between the target researcher’s context and the programmes’ goals as well as to define the targeted researchers (see the Targeted participants’ section).

There are different variables that you should consider when choosing the participants for a peer mentoring programme. We have selected the following ones:

• Career stage. Although it is tempting to think that postdocs have more knowledge about their career options beyond academia than PhD candidates or recently received a PhD, the fact is that these professionals have been longer in academia without professional links with non-academic sectors and/or move to other countries limiting their time resources to explore opportunities outside of academia.

• Disciplines. Career transition is dependent on discipline. Potential employers, recruitment practices and general labor market information could depend on strategic sector priorities impacting differently on career transition experiences from researchers coming from different disciplines. However, certain aspects of career transition, especially those related to the activities that the individual needs to perform like identifying added value, networking, crafting CV, are similar to all researchers, independently of discipline.

• Lenguage. If you consider running the programme in one language, make sure targeted participants have a high command of it. Consider the level of internationalization of your institution and the proficiency of the language selected, otherwise language can mean a barrier to access the programme. 

The duration of each meeting 

Sufficient time should be allocated to each session to allow meaningful participation in all steps of the cycle. Session duration should be adapted to the group size, ensuring that all participants have the opportunity to contribute actively.

In addition, the peer group mentoring could be of three types depending on the figure of the facilitator:

• The peer group mentoring could be run without a facilitator (self-guided)
• It could also have an experience facilitator/advisor with an active role at the group
• Or it could be run by peers with a facilitator present that only supports them without an active role (supportive role).  

It is important to notice that the facilitator plays a key role for the well-functioning of the group. Even if the facilitator takes a passive role, the group still benefits from her expertise and initial guidance. Important skills from an external facilitator are: knowing when to intervene, when to step back and how to actively engage participants in the peer group mentoring process. 

The external facilitator in the initial sessions of the peer group mentoring framework plays a key role in establishing the foundations of the group dynamics and the peer mentoring process. 

Their responsibilities include:

• Introducing key concepts: the meaning of mentoring, explanation of the principles, objectives, and structure of the group mentoring program.
• Modeling the mentoring process: Demonstrating how group mentoring is carried out, including facilitating discussions and implementing reflection models.
• Guiding participants: Helping group members become familiar with the group mentoring format and develop co-mentoring skills.
• Establish mentoring agreements: Support groups in creating agreements that define objectives, rules, and formats for sessions.
• Provide initial support: Offer guidance and supervision during the first few sessions to ensure that groups function effectively and feel comfortable with the process.

The external facilitator plays also a key role in the transition to group autonomy, allowing participants to gradually take more responsibility for leading their own mentoring sessions.

When deciding the size of the programme, different factors need to be contemplated:

• Number of participants per group. In large groups, participants may have limited opportunities to contribute meaningfully unless meeting durations are extended, which can increase the risk of attrition. Conversely, very small groups may lack sufficient critical mass to generate rich discussion and learning.
• Number of groups. More than one group can be formed; however, this depends on the availability of facilitators (if an assisted programme is chosen), as well as the financial resources required to support them.
• Institutional capacity, particularly concerning the recruitment process and the administrative staff responsible for managing the programme.
• Logistical aspects, such as the availability of suitable meeting rooms.

We recommend analysing all these variables before opening registration. This allows organisers to set and clearly communicate a maximum number of participants in advance.

In addition to the peer group, programmes can be enriched by incorporating complementary activities. 

These activities could be:

When designing activities or events, consider what you want participants to experience or learn, and tailor the activities accordingly.

You should also take into consideration the obligation to participate, based on the efforts and resources to arrange them, especially meetings, and how important you consider the trainings or events for the good development of the programme.

To determine the most effective calendar for achieving the programme’s goals, you should consider the following factors:

• The length of the programme: more extended programmes allow participants to meet at their own pace but have the inconvenience of increasing dropout rates and making monitoring more difficult.
• Suggested and required meetings: it is advisable to set up a minimum of required meetings to accomplish the programme and the best number of meetings to achieve the goals. Then, you need to facilitate enough time to perform the meetings. A good ratio is to allow 1 month per meeting to occur.
• Vacation periods: you can expect a decrease in the pace of meeting during vacations and difficulties in monitoring.

Onsite mentoring settings foster stronger trust, group dynamics, and peer bonding, as well as higher attendance and engagement, and easier facilitation and interaction. Conversely, onsite programmes entail higher costs and logistical demands, lower accessibility and scalability, and are best suited when participants are co‑located and deep group cohesion is a priority.

Online mentoring settings offer high accessibility and inclusiveness, lower costs, easier scalability, and flexible scheduling. However, they typically involve lower attendance rates and weaker group dynamics, require more active facilitation to ensure sustained engagement, and are best suited when participants are geographically dispersed and a committed core group can be ensured.

A key reference tool in any mentoring programme is a Mentoring Handbook. It provides clear guidance on the program’s structure, principles, roles, and processes, ensuring a common understanding and consistent experience for mentors and mentees. By offering practical information, expectations, and answers to frequently asked questions, the handbook empowers participants to navigate the mentoring relationship with confidence and autonomy. It also acts as a reliable point of support when questions or challenges arise, reinforcing clarity, alignment, and continuity across the program. 

Having a dedicated handbook enhances the overall quality of the experience and supports the effectiveness and sustainability of the mentoring initiative.

Strong and consistent branding plays a critical role in the success of the Mentoring Program. A clearly defined program identity helps position a programme as a strategic development initiative rather than a standalone or informal activity. Through a recognizable name, visual identity, and clear messaging, branding creates a shared understanding of the program’s purpose, scope, and value for both participants and the wider organization. 

Effective program branding increases visibility and engagement by making the initiative easier to recognize and communicate across different channels. It strengthens the credibility of the program and encourages participation by conveying professionalism and intentionality. Consistent use of branding elements across all communications ensures coherence, clarity, and a high-quality participant experience throughout the program lifecycle.

In addition, a strong brand fosters a sense of belonging and pride among mentors and mentees, reinforcing their commitment and emotional connection to the experience. 

• Define clear and realistic goals based on the main career‑transition barriers faced by your target group and the specific institutional context.
• Select participants strategically, considering career stage, language proficiency, discipline mix, and readiness to engage and commit.
• Use a cycle‑based session structure that links meetings through goal‑setting, action, and feedback to ensure continuity and accountability.
• Design sessions for reciprocity, enabling participants to alternate naturally between mentor and mentee roles.
• Allocate sufficient time per meeting, adapting session length to group size to ensure meaningful participation from all members.
• Choose an appropriate facilitation model (self‑guided, assisted, or supportive), ensuring facilitators help establish group dynamics and guide the transition to autonomy.
• Set a manageable group and programme size, balancing participant engagement, facilitator capacity, and logistical constraints.
• Complement mentoring with targeted activities such as trainings, career panels, or networking events that reinforce learning objectives.
• Plan duration and scheduling carefully, allowing enough time for progress while avoiding fatigue or drop‑out.
• Decide early on the setting (onsite, online, or hybrid) based on accessibility, resources, and the need for group cohesion.
• Provide clear guidance and identity, including a mentoring handbook and consistent branding to support engagement and programme visibility.

• Group size matters. A slightly larger number of participants per group (up to around 10) can help avoid situations where groups become too small due to participant non‑attendance or drop‑out.
• Curriculum design should include academic career progression. Career transitions are sometimes driven by misinformation or incomplete understanding of academic career paths. It is therefore important to address both academic and non‑academic career options within the programme.
• Flexibility is important, but core criteria should be maintained. If recruitment numbers are lower than expected, some flexibility may be necessary; however, the key eligibility and quality criteria of the programme should not be compromised.
• More meetings would be beneficial. Given the cyclical structure of the programme and the varying levels of experience, maturity, and readiness among participants, a higher number of group meetings would have been beneficial. At least six meetings are recommended.
• Facilitation and expertise need to be balanced. While a passive facilitator role makes it easier to rely on professionals with group‑dynamics and facilitation skills, access to subject‑matter experts is also valuable. Experts can act occasionally as active facilitators or informative mentors, particularly when sufficient expertise is not available within the group. An alternative approach is to organise additional events in which participants can invite external experts.
• Online formats are viable but require additional attention. Online delivery can work effectively; however, attendance rates tend to be lower, and greater attention must be paid to group dynamics and participant engagement. Ensuring a committed core group is key—when this is achieved, group dynamics still emerge and participants continue to benefit from the programme. Group size, facilitation quality, and cycle‑based structure are more important than format itself.

We identified two essential elements for running a successful programme:

• The quality of participants, particularly in terms of motivation and commitment to their professional development.
• The group forming, the organizers of the programme should decide over the group composition.

Different strategies to attract participants could be followed:

• Prepare a leaflet and website highlighting the key aspects of the programme. These materials should be easy to distribute through your networks.
• Clearly communicate the number of available places and the selection criteria to manage candidates’ expectations effectively.
• Disseminate the call as widely as possible through all relevant channels and forums.

Selecting the right participants is a critical factor in the success of a peer mentoring programme. Beyond basic eligibility, organisers should consider candidates’ motivation, readiness for self‑reflection, and willingness to actively engage in career development and peer learning. This section outlines key considerations for identifying an ideal participant profile, anticipating risks of disengagement, and designing a robust and transparent selection process that supports meaningful participation and effective use of resources.

The way participants are allocated to peer mentoring groups plays a crucial role in shaping group dynamics, learning outcomes, and participants’ overall experience. Decisions regarding group composition—such as the degree of homogeneity or heterogeneity in terms of career stage, discipline, gender, and language—can influence how quickly trust is established, how knowledge is exchanged, and how effectively peer mentoring supports career transition goals. This section outlines key factors to consider when forming mentoring groups and illustrates how different choices can be aligned with programme objectives.

Factors to consider:

• Degree of homogeneity vs. heterogeneity. Groups can be composed in more homogeneous or more heterogeneous ways with respect to career stage, gender, discipline, and language. Both approaches have advantages and limitations.

• Learning vs. cohesion balance. Heterogeneous groups tend to facilitate richer knowledge exchange, exposure to diverse perspectives, and the emergence of new ideas.
  More homogeneous groups often develop trust and a sense of belonging more quickly.

• Career stage mix. Mixing participants at different career stages may enhance peer learning, as participants contribute different levels of experience and perspectives. However, expectations and support needs should be carefully managed.

• Disciplinary diversity. Multidisciplinary groups encourage participants to focus on transversal skills (e.g. transferable competences, career strategy, networking) rather than discipline‑specific topics. While this can enrich discussions, it may also generate tensions if disciplinary cultures or expectations differ significantly.

• Gender balance. Promoting gender balance contributes to inclusive group dynamics and ensures that diverse experiences and challenges are represented.

• Language considerations.  The language of the group should be chosen carefully to ensure effective participation and avoid creating barriers. Multilingual organisations may consider forming groups in different languages where appropriate.

• Alignment with programme goals. There is no single ideal group composition. Decisions regarding homogeneity or heterogeneity should always be guided by the objectives of the programme, the target audience, and the available facilitation capacity.

• Prioritise motivation and commitment. Focus recruitment and selection on participants who show readiness to actively manage their careers and commit time and effort to the programme.

• Communicate clearly from the outset. Use simple, attractive materials (leaflet, website) and clearly state available places, selection criteria, and expectations to manage applicants’ expectations.

• Use targeted dissemination channels. When working with specific audiences, rely on internal or local communication channels and identify multipliers within institutions to reach suitable candidates.

• Design a structured selection process. Collect relevant information through tailored application forms and assess candidates using clear criteria such as motivation, understanding of mentoring, communication skills, and potential impact on their career.

• Plan group composition intentionally. Programme organisers should retain responsibility for group allocation, balancing diversity (career stage, gender, discipline, language) with the programme’s goals.

• Communicate selection conditions transparently. Make it clear that final participation depends on group fit and introduce participants during a joint kick‑off meeting to align expectations.

• Participant quality matters more than quantity. Motivation, openness, and commitment are key predictors of programme success and positive group dynamics.

• Communication should match the target audience. When working with a small or specialised target group, targeted and local communication strategies are more effective than broad dissemination.

• Career stage diversity is an asset. Mixing R1 and R2 researchers enhanced peer learning, reflection, and motivation.

• Disciplinary background is less critical than expected. Most career‑transition challenges and skills are transversal across disciplines.

• Different group compositions can work. Both homogeneous and heterogeneous groups can be effective if aligned with clear programme objectives and supported by appropriate facilitation.

• Organiser‑led group allocation is essential. Retaining control over group composition helps ensure balance, manage expectations, and support meaningful peer mentoring outcomes.

Once the groups have been established, it’s time to officially launch the mentoring programme. It is essential that all participants are properly briefed on the scope of the programme, what mentoring is and is not, and the goals they are expected to work towards.

Equally important is ensuring clear communication protocols: participants should know how to stay in touch with the organizers, who to contact if something goes wrong, and what content and resources are available to them.

If you’re running an international programme, make sure to provide participants with basic intercultural communication training to foster more effective and respectful interactions across cultures.

This meeting is essential for programme coordinators to explain:

• the fundamentals of mentoring,
• the goals of the programme,
• available resources,
• the responsibilities of participants. For example, it is crucial that mentees understand when their presence is compulsory so they can make the necessary arrangements in their respective agendas.
• and—most importantly— the group commitments that should be decided and agreed by the group.

The kick-off meeting is also an opportunity:

• to motivate participants
• to ensure everyone is aligned and understand the expectancy on them
• to meet the programme organizers,
• to help to build trust with programme coordinator and to ensure that, if any issues arise in the mentoring relationship, they feel comfortable seeking support.

Finally, this launch meeting is key to addressing any questions from participants. It’s especially important to strike a balance between the programme’s objectives and the flexibility needed for each mentoring pair to focus on the topics and elements most relevant to them

The first session is critical, as it lays the foundations for the entire mentoring process. It should enable participants to:

• Get to know each other
• Understand the objectives and structure of the programme
• Agree on commitments related to participation (e.g. attending meetings)
• Establish shared rules and expectations that will guide future interactions

This session sets the tone for trust, engagement, and accountability within the group.

This first meeting is very important because the group will meet for first time and it will agree on a series of commitments related to:

This section outlines key factors to consider when organising and running peer mentoring sessions for career transition support. Drawing on the experience of the REBECA EXPLORER pilot programme, it highlights practical elements that influence participation, engagement, and learning throughout the mentoring process. These considerations aim to support facilitators and organisers in creating structured, effective, and sustainable peer mentoring sessions, regardless of whether they are delivered onsite, online, or in a blended format

In case there is more than one group facilitator, regular meetings among them play an essential role in ensuring the quality and consistency of the program. 

These sessions must provide a dedicated space for facilitators to share experiences, discuss progress, and reflect on challenges across different groups, promoting collective learning and continuous improvement.

By exchanging insights and best practices, facilitators can align their approaches, identify common themes or risks early on, and ensure that participants receive a coherent and supportive mentoring experience.

Ensure communication with participants is clear, regular, and consistent throughout the programme. Transparent communication helps set expectations, clarify roles and processes, and keep participants informed of key milestones and changes.

Mentoring programmes typically run for 6 to 12 months, and it can be challenging for participants to attend all meetings or initiate meaningful conversations. Disengagement is a common risk and should be addressed proactively to identify and implement solutions when possible.

The programme management team and facilitators plays a crucial role in maintaining participant engagement. To support this, consider implementing the following actions:

Monitoring the progress of the groups is essential to ensure the programme runs smoothly and to identify any individuals or groups that may need additional support. 

• Track meeting frequency, not content: Monitoring should focus on whether meetings are taking place—not on the content discussed. Maintaining the privacy and confidentiality of mentoring conversations is crucial to preserve the safe space for open dialogue.
• Openness to communication: Management team should be open to communication during the whole duration o of the programme. It should encourage participants of the programme to provide with any feedback, suggestions or concerns.

• Clarify expectations early. Ensure participants understand the programme goals, mentoring principles, their responsibilities, and attendance requirements.

• Run a structured kick‑off. Use the kick‑off meeting to align participants, explain resources, and build initial motivation and trust.

• Prioritise the first group session. Dedicate it to group formation, agreements on confidentiality and participation, and setting meeting logistics.

• Keep sessions structured and consistent. Use regular schedules, light preparation, guiding questions, and cycle‑based reflection.

• Support facilitators. Even with a passive role, facilitators are key to engagement, focus, and group dynamics; organise coordination meetings when needed.

• Communicate clearly and regularly. Define communication channels, be responsive, and encourage feedback throughout the programme.

• Monitor engagement, not content. Track attendance and continuity to detect disengagement early while preserving confidentiality.

• The kick‑off and first session are decisive. Time invested early in clarity, trust, and agreements pays off throughout the programme.

• Clear expectations reduce drop‑out. Participants engage more when commitments and responsibilities are explicit.

• Preparation enhances peer exchange. Even light preparatory reflection significantly improves session quality.

• Facilitators matter, even in passive roles. Their presence supports focus, engagement, and group dynamics.

• Communication and availability of organisers are key to maintaining trust and solving issues promptly.

• Online mentoring works, but needs closer attention to engagement; ensuring a committed core group is essential.

• Monitoring should protect confidentiality, focusing on participation rather than content.

Mentoring is a mutual learning experience. Evaluating a mentoring programme involves more than just measuring satisfaction—it also requires assessing impact and identifying areas for improvement.

To design an effective evaluation strategy, consider these three key goals:

1. Measure the impact of the programme on participants’ professional development.
2. Assess satisfaction with the programme structure, support, and activities.
3. Gather insights to improve future editions of the programme.

Recommended Tools and Methods

Six main key lessons were learned from the experience of implementing the REBECA EXPLORER pilot programme:

• Intentional design is crucial. Clear goals aligned with participants’ needs, the right mentoring model, and sufficient design time are critical to engagement and impact.

• Structure enables focus and learning. A well‑defined programme framework (calendar, roles, resources) provides the stability participants need to reflect and grow professionally.

• Peer mentoring is highly effective for career transitions. It fosters shared learning, mutual support, and collective problem‑solving, especially in contexts of uncertainty.

• Group composition and trust matter. Thoughtfully balancing diversity and common ground, alongside clear agreements on confidentiality and commitment, strengthens group dynamics.

• Facilitators are key—even in supportive roles. Their presence helps establish dynamics, guide autonomy, and ensure consistency across groups.

• Strong communication and monitoring sustain success. Clear expectations, responsive coordination, and continuous evaluation reduce disengagement and support programme improvement.