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© Clutterbuck Associates 2002 C1
Results Driven Mentoring
8 November 2002
Professor David ClutterbuckClutterbuck Associates
© Clutterbuck Associates 2002 C2
What is Mentoring?
“Off-line help by one personto another in making significant
transitions in knowledge,work or thinking.”
Megginson & Clutterbuck, 1995
© Clutterbuck Associates 2002 C3
WHAT’S IN MENTORING FOR THE HEALTH SERVICE?
• Better recruitment and retention of key staff• Reinforcement of culture change• Increased productivity• Communication across boundaries• Constructive challenge• Stress management• Developing two for the price of one
© Clutterbuck Associates 2002 C4
MENTORING SCHEMES IN THE NHS (UK)
• Originally for graduate recruits• GPs• GPs specialising in addiction• Trust executives• CEOs • Diversity• Senior professionals in all
disciplines
© Clutterbuck Associates 2002 C5
BALANCING LEARNING PROCESSES
Learning from others
IndividualLearning for oneself Team Helping
others learnOrganisation
Learning with others
© Clutterbuck Associates 2002 C6
PHASES OF REFLECTIVE SPACE
External Energy
Internal Energy
Normal Working (High Activity)
Framing
Implication
AnalysisInsight!
Options
Action
Re-framing
Time
© Clutterbuck Associates 2002 C7
THE BEHAVIOURAL MATRIXSponsorship
Support
Self-relianceGoals Roles
Learning
(Active) (Active)
(Passive) (Passive)
GuideProtector
Guardian
CollaboratorChallenger
Critical friend
Goal-setter
Coach
Counsellor
Sounding board
Listener
Role model
Network “node”
Catalyst
“Bridge”
© Clutterbuck Associates 2002 C8
SOME PRACTICAL ISSUES
• Internal or external mentors?• Tutor, coach, mentor, counsellor?• Same discipline or cross
discipline?• Should every senior manger and
senior professional be a mentor?• Cost versus value
© Clutterbuck Associates 2002 C9
COACHING V MENTORING
• Concerned with task
• Focuses on skills and performance
• Primarily a line manager role• Agenda set by or with the
coach• Emphasises feedback to the
learner• Typically addresses a short
term need• Feedback and discussion
primarily explicit
• Concerned with implications beyond the task
• Focuses on capability and potential
• Works best off-line• Agenda set by the learner• Emphasises feedback and
reflection by the learner• Typically a longer term
relationship, often “for life”• Feedback and discussion
primarily about implicit, intuitive issues and behaviours
Coaching Mentoring
© Clutterbuck Associates 2002 C10
DEVELOPMENT ROLES OF LINE MANAGER AND MENTOR
Line Manager Shared Mentor
Performance appraisal Encouragement, Help learner develop insightsmotivation to learn into causes of poor performance
Agreed developmental goals Shape goals beyond Help learner manage the integrationwithin learner’s current job current job of job, career & personal goals
Help learner build relationships Help learner build rel- Help learner build relationshipswithin the team ationships outside team with line manager
Find opportunities to stretch Find opportunities to Challenge learners’ thinking andlearner’s performance stretch learner’s thinking assumptions
Give constructive feedback Help learner develop skills Help learner accept and managethrough observation of intrinsic observation feedback constructively
Role model for task fulfillment Role model of general Role model for personal achievement
and growth behaviour and growth
© Clutterbuck Associates 2002 C11
MENTORING VERSUS OTHER FORMS OF HELPING PEOPLE TO LEARN
Content of Roles Method Degree of personal
learning involvement
Explicit
Teacher - Pupil Tutor - Student Coach - Learner Mentor - Colleague
TellShowShow/discussStimulate & Guide
Low
High Implicit
© Clutterbuck Associates 2002 C12
HIERARCHY OF SUPPORTING BEHAVIOURS
Directive/ Hands-on
Aloof
Non-directive/ Hands-off
Trust High
Close
Mutual acceptance/ kinship
Self-fulfilment/ intellectual stimulation
Self-esteem
Loyalty/ gratitude
Reciprocality
Sponsor
Advisor
Counsellor
Friend
Trust Low
© Clutterbuck Associates 2002 C13
Supervision
Goal commitment
Performance now
Organisation’s needs
Extrinsic feedback
Mentoring
Relationship commitment
Future performance
Individual’s needs
Intrinsic feedback
Coaching
© Clutterbuck Associates 2002 C14
Mentoring Supports;
• Succession planning• Knowledge management• Stress reduction• Recruitment and retention• Formal training• Communication• Building trust
© Clutterbuck Associates 2002 C15
What does your learning net
look like?
© Clutterbuck Associates 2002 C16
• Open dialogue• Shared expectations• Openness to mutual benefit• Sense of urgency
• Task focused• Debate rather than dialogue • Friendship
• Lack of direction• Opportunistic in dealing with issues• Short term perspective • May be long-term friendship
• “Going through the motions”
Low rapport
Low clarity
High clarity
High rapport
© Clutterbuck Associates 2002 C17
Short-term
Opening perspectives/horizons
Long-term
Skills competence
Executive mentoring
Executive coach
© Clutterbuck Associates 2002 C18
KEY ISSUES FOR EXECUTIVES: 1
• How do I make myself noticed?• How do I get the experience that will enhance my career
prospects?• How do I gain sufficient understanding of what happens at
more senior levels?• How do I learn to manage business politics?• How do I get myself assigned to the ‘right’ projects?• How do I create the influence and information networks
that will enable me to operate effectively at a senior level?• How do I develop the depth of self-awareness necessary
to operate at that level?
En route to the top
© Clutterbuck Associates 2002 C19
KEY ISSUES FOR EXECUTIVES: 2
• How do I continue to learn when most of the knowledge I need to acquire is intuitively based?
• How do I stimulate constructive challenge from my peers and people below me in the organisation structure?
• How do I cope with the stress of my responsibilities? (This concern seems to come earlier and earlier in people’s careers)
• how can I manage my performance better, when it is so much more difficult to measure my contribution?
Once they get to an executive position
© Clutterbuck Associates 2002 C20
THE FIRST MEETING
Mentee• Why I want a
mentor• My career path
and ambitions• My values• My priorities for
being helped• What do you
expect of me?
Mentor• Why I’m looking
forward to being a mentor
• My career path• My values• How can I help
you?• What do you
expect of me?
© Clutterbuck Associates 2002 C21
BUILDING AN AGENDA
• Some things that have really challenged you?
• Some successes• What have you learnt
– about yourself– about the business– about relationships– technical knowledge
• Progress towards career goals• Any unexpected learning
© Clutterbuck Associates 2002 C22
THE NEED FOR SUPPORT
• Measurement stimulates good practice
• Mentors often need encouragement
• Some pairings may need to be changed
• Mentors can help each other• Keeping top management
committed and involved
© Clutterbuck Associates 2002 C23
COMMON PITFALLS FOR MENTORING PROGRAMMES
• Poor planning and preparation• Poor selection of mentors and
mentees• Inadequate training• Low clarity of role• Too little or too much formality• Failure to set and measure clear
outcomes
© Clutterbuck Associates 2002 C24
MORE PITFALLS FOR MENTORING PROGRAMMES
• Limited mentor database to select from
• Adequate time for coordinator to manage and support the programme
• Time gap between training and first meeting
• Confidentiality aspect and linkages back to the job
© Clutterbuck Associates 2002 C25
COMMON PITFALLS FOR MENTORING RELATIONSHIPS
• Failure to establish rapport• Under- or over-management• Poor objective setting• Lack of time• Problems from other people• Breaches of confidentiality