Mentoring delivers results
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Aidan Harney, Chartered FCIPD
CPD Director, Engineers Ireland
The processes that promote effective mentoring
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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
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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
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Contents
• Literature Review
• Research
• Results
• Analysis and recommendations
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Contents
• Literature Review
• Research
• Results
• Analysis and recommendations
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Review
• The difficulty of a definition
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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)
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REVIEW
• Coaching vs Mentoring
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Mentoring Coaching
FOCUS:“WHAT TO”
MODE:THOUGHT
GENERAL
FOCUS:“HOW TO”
MODE:ACTION
SPECIFIC
The mentoring-coaching continuum
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Mentoring Coaching
FOCUS:“WHAT TO”
MODE:THOUGHT
GENERAL
FOCUS:“HOW TO”
MODE:ACTION
SPECIFIC
The mentoring-coaching continuum
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Review
• Considerable disagreement on the essential functions of mentoring
• Development (CPD) and knowledge exchange
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Review
• Competence-based approach
• Lacks empirical research
• Lots of it!
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Competence model
1. Listening Skills
2. Questioning Skills
3. Can give feedback
4. Is self-aware
5. Is approachable
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Competence model
• Suggests communications skills are the most important
• No empirical evidence for this
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Review
• Typology-model
• Schools and styles: traditional, formal, informal
• Again, lovely concept – not much help for the practitioner or for HR support
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Review
• A shift in more recent research
• The specific micro-level processes and behaviours that have been found to make mentoring more effective
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Contents
• Literature Review
• Research
• Results
• Analysis and recommendations
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Contents
• Literature Review
• Research
• Results
• Analysis and recommendations
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Research
Question:
“What processes are perceived to improve the effectiveness of
mentoring in adult dyads?”
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Research
• Insights into ‘lived’ experience
• Qualitative sample
• In-depth interviews 5-25 individuals
• Identify commonalities
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Research
• 10 mentors and 10 mentees (10 pairs)
• >18
• Participants in ‘effective’ mentoring
• For more than six months
• Fluent in English
• Volunteers
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Contents
• Literature Review
• Research
• Results
• Analysis and recommendations
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Contents
• Literature Review
• Research
• Results
• Analysis and recommendations
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Results
• 11 sub-strands
• 4 major themes
• The essences of the processes that promote effective mentoring in adult pairs
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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
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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
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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
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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
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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
![Page 30: Mentoring delivers results](https://reader030.fdocuments.in/reader030/viewer/2022020921/549a59cbb479598e5c8b46d8/html5/thumbnails/30.jpg)
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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Mentoring Coaching
FOCUS:“WHAT TO”
MODE:THOUGHT
GENERAL
FOCUS:“HOW TO”
MODE:ACTION
SPECIFIC
The mentoring-coaching continuum
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Contents
• Literature Review
• Research
• Results
• Analysis and recommendations
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Analysis
• A developmental process
• Professional friendship
• Expertise and knowledge sharing
• Non-directive
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Analysis
• Be approachable
• Be skilled listeners
• Have good social skills
• Be emotionally mature
• Have the capacity for empathy
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Analysis
Learning was:
• Cognitive, and,
• Affective
• Rather than skill-based
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Implications: 1 of 5
In General:
Unique possibilities in change scenarios
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Implications: 2 of 5
Mentors and mentees:
Professional friendship and approachability
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Implications: 3 of 5
HR professionals:
Profession- or person-centric
vs
firm-centric
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Implications: 4 of 5
Trainers
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Implications: 5 of 5
Top management teams:
- The strategic intent of their mentoring programmes?
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Contents
• Literature Review
• Research
• Results
• Analysis and recommendations
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Thank you very much… Questions?