fusing the art, science, and technology of business. mentoring and developmental networks in faculty...

Fusing the ART, SCIENCE, and TECHNOLOGY of Business.

Mentoring and Developmental Networks in Faculty Careers

Early Career Faculty Development Program

Prof. Kathy E. Kram

February 7, 2011


Agenda

What is Mentoring? What are Developmental Networks?

What are the potential benefits and risks?

What are the complexities of cross-gender, interracial, and cross-cultural relationships?

How does the organizational context shape relationships?

How can you leverage relationships for your development?


What does it look like in today’s context?

What is Mentoring?


Original Definition:

…a partnership between junior and senior professionals that exists to support the learning and advancement of the junior person.

….developmental support includes Career Functions and Psychosocial Functions

…both individuals derive benefits from the relationship.


CareerCareer

AdvocacyAdvocacy

CoachingCoaching

Exposure and Exposure and VisibilityVisibility

ProtectionProtection

Challenging Challenging AssignmentsAssignments

PsychosocialPsychosocial

Role modelingRole modeling

CounselingCounseling

Acceptance and Acceptance and confirmationconfirmation

FriendshipFriendship

Content of Help


““Hard” Benefits of Mentoring Hard” Benefits of Mentoring RelationshipsRelationships

More career opportunitiesMore career opportunities

Greater recognition and visibilityGreater recognition and visibility

Higher promotion rates and payHigher promotion rates and pay

Less likelihood of leaving the Less likelihood of leaving the

organizationorganization


““Soft” Benefits of Mentoring Soft” Benefits of Mentoring RelationshipsRelationships

Enhanced work satisfactionEnhanced work satisfaction

Greater clarity of professional identityGreater clarity of professional identity

Higher career-related self-efficacyHigher career-related self-efficacy

Greater perceptions of career successGreater perceptions of career success

Enhanced relational skillsEnhanced relational skills


Past and Present Conceptualizations of Mentoring*

Traditional Mentoring Perspective

Hierarchical Single, dyadic

relationship Intraorganizational

Developmental Network Perspective

Multilevel Multiple dyadic,

networked relationships Intraorganizational and

Extraorganizational

* Reconceptualizing Mentoring at Work: A Developmental Network PerspectiveAcademy of Management Review, Higgins & Kram, April 2001


Developmental Network Developmental Network

FOCALFOCALFOCALFOCAL

Peer(s)Peer(s)

Senior ScholarsSenior ScholarsLeadersLeaders

ProfessionalProfessionalAssociationsAssociations

StudentsStudents

Graduate Graduate AssistantsAssistants

Personal Personal Support SystemSupport System


Developers Provide Varying Types & Amounts of Support

Career Support

Psychosocial Support

Mentor High High

Sponsor High Low

Friend Low High

Ally Low Low


you

familyschool

employer

community

professionalassociation

you

employerprofessionalassociation

Structure of the Network

Low Range High Range


Practical Implications of the DN Perspective

Developmental network perspective challenges the idea that there is one perfect mentor to “find”

DNQ offers a way to clarify who/how one receives developmental support at different points in a career Raises questions: What is missing? What needs to change?

When it comes to mentoring and developmental networks, one size does NOT fit all Consider: a) personal goals and b) career context

Places the notion of “self-assessment” in a relational context and points to relationships as an area of inquiry


What are the risks?

Obstacles to Effective Mentoring

Fusing the ART, SCIENCE, and TECHNOLOGY of Business.© Simmons School of Management, Boston MA


Obstacles to Successful Relationships

Time pressure Unclear or unrealistic expectations Poor interpersonal skills Difficulty managing negative feedback Managing differences

nationality gender race

Organizational context politics change


Complexities of Diverse Relationships

Limits of Role Modeling Collusion in Stereotypes Public Scrutiny Peer Resentment Concerns about Intimacy and Rapport

------------------------

Antidotes:

Make complexities discussible

Dual Support; Multiple relationships


The Dark Side of Mentoring

Superficial Interactions Unmet Expectations Jealousy Sabotage Betrayal Overdependence Negative Interactions


Reflection…….

In small discussion groups:

1. What are your expectations for this relationship?

2.What do you bring to your relationship?

3. What concerns do you have about moving

forward?


What Makes High Quality Connections Possible?

Necessary Skills for Effective Mentoring


Continuum of Mentoring Relationships (Ragins & Verbos, 2007)

Dysfunctional Traditional Relational

Dysfunctional Traditional Relational

Perceived Quality: Low Medium High

Behaviors: Negative or Dysfunctional

Career Development & Psychosocial Support for Protégé

Career Development, Psychosocial Support for both Relational Behaviors

Outcomes: Negative One-sided; Instrumental

Close Mentoring BondsMutual learning/growth


High Quality Connections (HQCs) are….

…….interdependent and generative relationships that promote mutual growth, learning, and development within the career context.


Emotional Competence HelpsHig Quality Connections

Self-Awareness Self-Management Empathy Social Skills


Essential Relational Skills

1. Curiosity

2. Questioning

3. Deep listening

4. Self management

5. Accountability


2. Questioning

Open ended

Exploratory

Non-judgmental

Not leading

No right answers


Outcomes of Growth Enhancing Relationships

Zest (increased energy and vitality) Empowered Action Increased Self Worth New Knowledge and Skills Desire for More Connection


Relational Savvy (Dawn Chandler, 2006)

………includes the attitudes, skills, and behaviors that enable individuals to effectively enlist others in their learning and development.


Good Questions to Ask

1. What do you want?

2. How are you responsible for this situation?

3. If you knew you could not fail, what would you do?

4. What are you afraid of?

5. If you knew the answer, what would it be?

6. What is hardest or most challenging about this situation?

7. What positive impacts accrue to you from this action or

perspective?

8. What will you say “no” to in order to say “yes”?

9. What do you notice in your body right now?

10.What do you know to be true?

11.How are you getting in your own way?

12.What else?


What are the lessons learned?

What are the practical implications?


Strategies to Improve the Quality of Relationships with Developers

Know your developmental needs Have realistic expectations Make explicit how your mentor or peer can assist your

learning and development Find opportunities to discuss both the technical and

personal aspects of your work Do not discount peers and subordinates as potential

sources of developmental support Avoid extreme compartmentalizing of your life


Strategies to Improve the Quality of Your Mentoring Efforts

Become aware of how you might learn from mentees Combine counseling and coaching Take the responsibility to make differences discussible Expect and invite questioning of your views and advice Follow-up on difficult conversations Anticipate that the mentee’s developmental needs will

change Develop a diverse network of peer relationships


Key Take-Aways

Use a Developmental Network Approach Model relational learning for others Assess talent development needs Assess current practices Experiment, evaluate, and redesign Engage and reward others Build a culture of learning through

relationships


Questions and Comments?

fusing the art, science, and technology of business. mentoring and developmental networks in faculty...

Documents