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A synopsis of recent research on what practitioner can do to harness the strategic benefits of mentoring
Citation preview
Aidan Harney, Chartered FCIPD
CPD Director, Engineers Ireland
The processes that promote effective mentoring
How to become a CPD Accredited Employer
Mandatory for Accreditation
1. Internal CPD Committee
2. CPD Policy
3. Performance Management & Development System
4. Formal CPD – minimum 5 days average p.a. recorded
5. Mentoring for Professional Development
6. Linkages with Professional Institutions / Learned Bodies
7. Knowledge Sharing activities
8. Evaluation of impact of CPD
A framework for driving strategy through CPD
Cork
Galway
Cavan Co. Council
Leixlip
Ringaskiddy
Pharmaceuticals
Galway
Medical Solutions Diagnostics Manufacturing Ltd
Biomedical Engineering Dept.
RPS Consulting Engineers (Northern Region)
Waterman
Waterford County Council
Clare County Council
WDR & RT TAGGART
Consulting Engineers
Abbott Ireland Pharmaceutical Operations
Meath County Council
Brinny
Contents
• Literature Review
• Research
• Results
• Analysis and recommendations
Contents
• Literature Review
• Research
• Results
• Analysis and recommendations
Review
• The difficulty of a definition
Review
Career Functions Psychosocial FunctionsSponsorship Role modeling
Exposure-and-visibility Acceptance-and-confirmation
Coaching Counseling
Protection Friendship
Challenging Assignment
The functions of mentoring (Kram 1988)
REVIEW
• Coaching vs Mentoring
Mentoring Coaching
FOCUS:“WHAT TO”
MODE:THOUGHT
GENERAL
FOCUS:“HOW TO”
MODE:ACTION
SPECIFIC
The mentoring-coaching continuum
Mentoring Coaching
FOCUS:“WHAT TO”
MODE:THOUGHT
GENERAL
FOCUS:“HOW TO”
MODE:ACTION
SPECIFIC
The mentoring-coaching continuum
Review
• Considerable disagreement on the essential functions of mentoring
• Development (CPD) and knowledge exchange
Review
• Competence-based approach
• Lacks empirical research
• Lots of it!
Competence model
1. Listening Skills
2. Questioning Skills
3. Can give feedback
4. Is self-aware
5. Is approachable
Competence model
• Suggests communications skills are the most important
• No empirical evidence for this
Review
• Typology-model
• Schools and styles: traditional, formal, informal
• Again, lovely concept – not much help for the practitioner or for HR support
Review
• A shift in more recent research
• The specific micro-level processes and behaviours that have been found to make mentoring more effective
Contents
• Literature Review
• Research
• Results
• Analysis and recommendations
Contents
• Literature Review
• Research
• Results
• Analysis and recommendations
Research
Question:
“What processes are perceived to improve the effectiveness of
mentoring in adult dyads?”
Research
• Insights into ‘lived’ experience
• Qualitative sample
• In-depth interviews 5-25 individuals
• Identify commonalities
Research
• 10 mentors and 10 mentees (10 pairs)
• >18
• Participants in ‘effective’ mentoring
• For more than six months
• Fluent in English
• Volunteers
Contents
• Literature Review
• Research
• Results
• Analysis and recommendations
Contents
• Literature Review
• Research
• Results
• Analysis and recommendations
Results
• 11 sub-strands
• 4 major themes
• The essences of the processes that promote effective mentoring in adult pairs
Four essentials…
1. Must be development-oriented
2. Must be an element of professional friendship
3. Expertise-sharing was most valued aspect
4. Mostly a non-directive intervention
Four essentials…
1. Must be development-oriented
2. Must be an element of professional friendship
3. Expertise-sharing was most valued aspect
4. Most a non-directive intervention
1. Development-orientated process1 - a CPD-centred discourseDiscussion of training/CPD, development objectives, career development, assisted with transition, assisted with change , felt motivated
2 - reciprocal learningMentor learned from the process , mentor reflected on own career
3 - identifiable outcomesLearned something , fresh perspective , increased self-awareness, gained fresh insight, understand bigger picture
1. Development-orientated process1 - a CPD-centred discourseDiscussion of training/CPD, development objectives, career development, assisted with transition, assisted with change, felt motivated
2 - reciprocal learningMentor learned from the process , mentor reflected on own career
3 - identifiable outcomesLearned something , fresh perspective , increased self-awareness, gained fresh insight, understand bigger picture
1. Development-orientated process1 - a CPD-centred discourseDiscussion of training/CPD, development objectives, career development, assisted with transition, assisted with change, felt motivated
2 - reciprocal learningMentor learned from the process, mentor reflected on own career
3 - identifiable outcomesLearned something , fresh perspective , increased self-awareness, gained fresh insight, understand bigger picture
1. Development-orientated process1 - a CPD-centred discourseDiscussion of training/CPD, development objectives, career development, assisted with transition, assisted with change, felt motivated
2 - reciprocal learningMentor learned from the process, mentor reflected on own career
3 - identifiable outcomesLearned something, fresh perspective, increased self-awareness, gained fresh insight, understand bigger picture
Thoughts?
• Is mentoring a missing link in CPD?
• Skill-based learning (Skills)
• Cognitive learning (Knowledge)
• Affective learning (Behaviour)
• The real power of mentoring is in the development of insights
Four essentials…
1. Must be development-oriented
2. Must be an element of professional friendship
3. Expertise-sharing was most valued aspect
4. Most a non-directive intervention
Four essentials…
1. Must be development-oriented
2. Must be an element of professional friendship
3. Expertise-sharing was most valued aspect
4. Most a non-directive intervention
2. Professional friendship process1 - rapportInvolves chat, coffee/tea, commonalities, trust is felt, there is a good fit, they get on, admiration, shared understanding , humour, easy to talk to
2 - relational abilitiesMentor is approachable, is a skilled listener, has good social/people skills, has good communication skills, mentoring involves friendship
3 - emotional abilitiesMentor requires emotional maturity, has capacity for empathy, can handle emotions, handling difficult situations
2. Professional friendship process1 - rapportInvolves chat, coffee/tea, commonalities, trust is felt, there is a good fit, they get on, admiration, shared understanding , humour, easy to talk to
2 - relational abilitiesMentor is approachable, is a skilled listener, has good social/people skills, has good communication skills, mentoring involves friendship
3 - emotional abilitiesMentor requires emotional maturity, has capacity for empathy, can handle emotions, handling difficult situations
2. Professional friendship process1 - rapportInvolves chat, coffee/tea, commonalities, trust is felt, there is a good fit, they get on, admiration, shared understanding , humour, easy to talk to
2 - relational abilitiesMentor is approachable, is a skilled listener, has good social/people skills, has good communication skills, mentoring involves friendship
3 - emotional abilitiesMentor requires emotional maturity, has capacity for empathy, can handle emotions, handling difficult situations
2. Professional friendship process1 - rapportInvolves chat, coffee/tea, commonalities, trust is felt, there is a good fit, they get on, admiration, shared understanding , humour, easy to talk to
2 - relational abilitiesMentor is approachable, is a skilled listener, has good social/people skills, has good communication skills, mentoring involves friendship
3 - emotional abilitiesMentor requires emotional maturity, has capacity for empathy, can handle emotions, handling difficult situations
Thoughts?
• Friendship – largely absent from literature on mentoring!
• Challenges us to forge a professional bond
• But how do we ensure boundaries are not crossed?
• Shared commonalities is under-explored area
• Person-centric rather than firm-centric is key
Four essentials…
1. Must be development-oriented
2. Must be an element of professional friendship
3. Expertise-sharing was most valued aspect
4. Most a non-directive intervention
Four essentials…
1. Must be development-oriented
2. Must be an element of professional friendship
3. Expertise-sharing was most valued aspect
4. Most a non-directive intervention
3. Expertise-sharing process
1 - shared expertiseValue of being able to learn from mentor’s experience, the mentor is more experienced, give tips
2 - shared knowledgeThe value of expert knowledge, mentor’s wisdom, mentor’s capabilities
3. Expertise-sharing process
1 - shared expertiseValue of being able to learn from mentor’s experience, the mentor is more experienced, give tips
2 - shared knowledgeThe value of expert knowledge, mentor’s wisdom, mentor’s capabilities
3. Expertise-sharing process
1 - shared expertiseValue of being able to learn from mentor’s experience, the mentor is more experienced, give tips
2 - shared knowledgeThe value of expert knowledge, mentor’s wisdom, mentor’s capabilities
Thoughts?
• Expertise-sharing: missing from Kram’s seminal study!
• NO LONGER a paternalistic, authoritative relationship
• Clearly located as a model of ‘adult learning’: equals
• Mentors need to be well-respected in their field
Mentors needs to have an air of knowledge and openness
Four essentials…
1. Must be development-oriented
2. Must be an element of professional friendship
3. Expertise-sharing was most valued aspect
4. Most a non-directive intervention
Four essentials…
1. Must be development-oriented
2. Must be an element of professional friendship
3. Expertise-sharing was most valued aspect
4. Mostly a non-directive intervention
4. Mostly non-directive process1 - non-directiveBounce ideas off, identify a range of options, offer feedback, act as a sounding board, do not give direct advice, driven by mentee, ask questions, work in a hands-off fashion, empower the learner
2 - assistiveOffer support, assist with settling in, help the learner, assist with integration
3 - directiveGive advice, give guidance, goal setting, agreed direction, action-orientated
4. Mostly non-directive process1 - non-directiveBounce ideas off, identify a range of options, offer feedback, act as a sounding board, do not give direct advice, driven by mentee, ask questions, work in a hands-off fashion, empower the learner
2 - assistiveOffer support, assist with settling in, help the learner, assist with integration
3 - directiveGive advice, give guidance, goal setting, agreed direction, action-orientated
4. Mostly non-directive process1 - non-directiveBounce ideas off, identify a range of options, offer feedback, act as a sounding board, do not give direct advice, driven by mentee, ask questions, work in a hands-off fashion, empower the learner
2 - assistiveOffer support, assist with settling in, help the learner, assist with integration
3 - directiveGive advice, give guidance, goal setting, agreed direction, action-orientated
4. Mostly non-directive process1 - non-directiveBounce ideas off, identify a range of options, offer feedback, act as a sounding board, do not give direct advice, driven by mentee, ask questions, work in a hands-off fashion, empower the learner
2 - assistiveOffer support, assist with settling in, help the learner, assist with integration
3 - directiveGive advice, give guidance, goal setting, agreed direction, action-orientated
Thoughts?
• Post-2001 research highlights non-directive behaviours
• Not a master-apprentice relationship
• Mentoring must be a shared journey of co-equals
• Mentors don’t need to be able to DO
Mentors need to be able to UNDERSTAND and EXPLORE
Mentoring Coaching
FOCUS:“WHAT TO”
MODE:THOUGHT
GENERAL
FOCUS:“HOW TO”
MODE:ACTION
SPECIFIC
The mentoring-coaching continuum
Contents
• Literature Review
• Research
• Results
• Analysis and recommendations
Analysis
• A developmental process
• Professional friendship
• Expertise and knowledge sharing
• Non-directive
Analysis
• Be approachable
• Be skilled listeners
• Have good social skills
• Be emotionally mature
• Have the capacity for empathy
Analysis
Learning was:
• Cognitive, and,
• Affective
• Rather than skill-based
Implications: 1 of 5
In General:
Unique possibilities in change scenarios
Implications: 2 of 5
Mentors and mentees:
Professional friendship and approachability
Implications: 3 of 5
HR professionals:
Profession- or person-centric
vs
firm-centric
Implications: 4 of 5
Trainers
Implications: 5 of 5
Top management teams:
- The strategic intent of their mentoring programmes?
Contents
• Literature Review
• Research
• Results
• Analysis and recommendations
Thank you very much… Questions?