Mentoring and Leadership Development Seminar

T: +971 4 4355700 | F: +971 4 4 355704| E: info@murdochdubai.ac.ae / admissions@murdochdubai.ac.ae

P.O. Box 345005, Block 10, Fourth Floor | Dubai International Academic City |

Dubai | United Arab Emirates |W: www.murdochdubai.ac.ae

Welcome:Session 1:

9:30am– 11:30am: Mentorship 1Professor John Grainger,

Pro-Vice Chancellor, Murdoch University Dubai

Session 2:11:45am – 13:45pm: Mentorship 2

Professor John Grainger, Pro-Vice Chancellor, Murdoch University Dubai

Session 3:14.30pm – 16.00pm: Leadership Development

Amanda McStay, Academic Director – Murdoch Business School Dubai

Mentoring Sessions:

• Introduction: Housekeeping, Breaks, Logistics

• Theme 1: Introducing Partnership based Mentoring

• Theme 2: The Mentor in Partnership-based Mentoring

• Theme 3: The Mentoring Cycle

• Theme 4: Learning Projects

• Theme 5: Benefits

Part 1: 9:30am – 11:30am

Part 2: 11:45am –1:45pm

Building Effective Mentoring Partnerships to Drive Performance

Presented by:

Professor John GraingerPro-Vice Chancellor Murdoch University in Dubai

Anticipated Outcomes of this Workshop

It is anticipated that participants will be able to:

• Identify both strategic and operational issues associated with mentoring.

• Describe the key characteristics of a partnership based model of the mentoring process.

• Explain the key characteristics of each stage of a partnership-based mentoring relationship.

• Discuss key mentor attributes and functions associated with a partnership-based model of mentoring.

• Understand the importance of learning projects.

• Outline the benefits to be attained by mentors, protégés and organizations through participation in mentoring partnerships.

Mentorship:

A personal developmental relationship in which a more experienced or more knowledgeable person helps a less experienced or less knowledgeable person.

The roots of the practice are lost in antiquity (possibly 3000 years ago) but the word itself was inspired by the character of the Mentor in Homer’s Odyssey.

What it is:

Mentorship:What it is:

Mentoring is defined in research as encompassing many roles:

cheerleader

coach

confidant

counsellor

developer of talent

guardian

guru

inspiration

master

“opener of doors”

patron

role model

seminal source

successful leader and

teacher

Davis & Garrison (1979)

MentoringCompared

A mentor focuses on issues pertaining to career and life, and helps shape the outlook or attitude of the individual

vs

Instruction – the dissemination of knowledge, usually helping with the job at hand, or the study of a discipline.

Coaching – deals primarily with skill building, usually related to work and career related issues.

Theme 1: Introducing Partnership-based

Mentoring

Strategic Considerations• How important is partnership-based mentoring in meeting the

preparation requirements of those aspiring to leadership roles?

• Is partnership-based mentoring appropriate for everyone?

• Under what conditions is partnership-based mentoring feasible or more likely to succeed?

• Discuss key mentor attributes and functions associated with a partnership-based model of mentoring.

• What role should organisations play in recognising, supporting or running a mentorship program?

• Should mentoring programs be formally instituted as a program, or should conventional informal mentorship be accommodated and supported?

Operational Considerations

• What are the essential characteristics of the role, allowing one to differentiate it from other developmental relationships?

• What are the necessary attributes or qualifying criteria for mentors?

• What are the defining dimensions and character of partnership-based mentoring?

• What phases or stages are typical?

Organisational Context for Mentoring

Counsellor

Confidant

Guru

Motivator

Some Models of Mentoring

Model Remarks

The Guru

The Counsellor

The Motivator

The Confidant

The Partner

Models of Mentoring

Key Characteristics of a Partnership-based Mentoring Model: Mentoring?

Participation is Voluntary

Partners in Mutual Growth

Mentors & Protégés Make Time

Confidential Relationship

Non-SupervisoryRelationship

Learning Projects

Co-ordination ofMentoring Program

Ongoing MentorSupport

Thoughtful Pairing

Across All Organizational Levels

Benefits Promoted

Training forMentors & Protégés

Key Characteristics of a Partnership-based Mentoring Model: Internal and External to the Relationship

Developmental Stages of Mentoring Partnerships: Three Stages

Stage 1: Orientation – Getting to know each other

Stage 2: Development – Building & Maintaining Trust

Stage 3: Separation – The parting of the ways

Developmental Stages of Mentoring Partnerships: Three Stages - Stage 1 - Orientation

Developmental Stages of Mentoring Partnerships: Three Stages - Stage 2 - Development

Developmental Stages of Mentoring Partnerships: Three Stages - Stage 3 - Separation

Key Characteristics of a Partnership-based Mentoring Model & the Principles of Adult Learning

Principle of Adult Learning Implications for a Partnership-based Approach to Mentoring

Principle 1:Adults are relevance-orientated in their learning

Principle 2:Many adults prefer to directtheir own learning

Principle 3:Experience is the richestresource for advanced learning

Key Characteristics of a Partnership-based Mentoring Model & the Principles of Adult Learning

Principle of Adult Learning Implications for a Partnership-based Approach to Mentoring

Principle 4:Adult learning is facilitated more effectively when adults work within an informal and collaborative setting

Principle 5:Individual differences among adult learners increase with age and experience.

Matching Mentor–Protégé Styles

STAGE 4Learners of High

Self-Direction:“Delegating” Learners

STAGE 3Learners of Intermediate

Self-Direction: “Facilitating” Learners

STAGE 2Learners of Low

ModerateSelf Direction

The Staged Self-Directed Learning Model

(Grow, 1991)

STAGE 1Learners of Low

Self-Direction:Coaching Learners

The Staged Self-Directed Learning ModelApplication

S4:Self-Directed

Learner

S3:Involved Learner

S2:Interested

Learner

S1:Dependent

Learner

T1:Authority

Expert

T2:Salesperson,

MotivatorT3:

FacilitatorT4:

Delegator

Match

Match

Match

Match

Near Match

Near Match

Near Match

Near Match

Near Match

Near MatchMismatch

Mismatch

Mismatch

Mismatch

Severe MismatchStudents resent

authoritarian teacher

Severe MismatchStudents resent

freedom theyare not ready for

Source: Grow (1991)

Theme 2:The Mentor in

Partnership-based Mentoring

Key Mentor Attributes: Personal Reflection

• Think back over your experience and your interactions with your work colleagues. Do any of your work colleagues come to mind? Who really made a positive difference in your working life?

• What was it that made each of these colleagues an effective mentor? What did these important people have in common?

• What might your experiences with these colleagues teach you about how you want to be as a mentor?

Key Mentor Attributes: Four Key Attributes

OpennessThe mentor should be able to ‘open up’ to the protégé.

NurturingThe mentor should have the capacity to nurture the protégé.

SharingThe mentor should have a propensity for sharing power within a partnership.

CaringThe mentor should be positively disposed to caring for the protégé. Care is at the heart of any mentoring partnership.

Key Mentor Competencies: Six Broad Competencies

• Relationship Emphasis

• Information Emphasis

• Facilitative Focus

• Confrontive Focus

• Mentor Model

• Protégé Vision

Key Mentor Competencies: Relationship Emphasis

Meaning

Conveys through active, empathetic listening a genuine

understanding and acceptance of the protégés’ feelings

Purpose

To create a psychological climate of trust which allows protégés to

honestly share and reflect upon their personal and professional

experiences (positive and negative) as adult learners

Key Mentor Competencies: Facilitative Focus

Meaning

Guides protégés through a reasonably in-depth review of and

exploration of their interests, abilities, ideas, and beliefs.

Purpose

To assist protégés in considering alternative views and options

while reaching their own decisions about attainable personal,

academic, and career objectives.

Key Mentor Competencies: Confrontive Focus

Meaning

Respectfully challenges protégés’ explanations for or avoidance of

decisions and actions relevant to their development as adult

learners.

Purpose

To help protégés attain insight into unproductive strategies and

behaviours and to evaluate their need and capacity to change.

Key Mentor Competencies: Mentor Model

Meaning

Shares life experiences and feelings as a ‘role model’ with protégés

in order to personalize and enrich the relationship.

Purpose

To motivate protégés to take necessary risks, to make decisions

without certainty of successful results, and to overcome difficulties

in the journey toward educational and career goals.

Key Mentor Competencies: Protégé Vision

Meaning

Stimulates protégés’ critical thinking with regard to envisioning their

own future and developing their personal and professional potential.

Purpose

To encourage protégés as they manage personal changes and take

initiatives in their transitions through life events as independent

adult learners.

Key Mentor Competencies: Information Exchange EmphasisMeaning

Directly requests detailed information from and offers specific

suggestions to protégés about their current plans and progress in

achieving personal, educational, and career goals.

Purpose

To ensure that advice offered is based on accurate and sufficient

knowledge of individual protégés.

Key Mentor Functions: Five Key Functions

Key Mentor Functions: “The Footbridge””

Key Mentor Functions: “The Footbridge””

Primitive suspension bridge over the River Astore, Pakistan

Juscelino Kubitschek bridge in Brasilia, Brazil.

Sydney Harbour Bridge Discovery

Key Mentor Functions: Five Key Functions - Relationship Building

The mentor should build and maintain a professional

relationship with the protégé. This partnership should be based on

mutual trust, openness, honesty, respect, and a willingness to work

together. ‘Relationship building’ provides a solid foundation for the

other mentoring functions and indeed the partnership in general.

Key Mentor Functions: Five Key Functions - Coaching

Coaching is the process of assisting the protégé to operate successfully within the workplace through 'passing on' and/or modeling vital professional knowledge, skills and values. As coach, the mentor creates new learning experiences for the protégé by sharing or modeling expertise, and by assisting the protégé to understand how the organization/branch/unit/team operates.

Key Mentor Functions: Five Key Functions - Facilitating

Prompting Reflection

Resource Person

Key Mentor Functions: Five Key functions – Facilitating – Prompting Reflection

Key Mentor Functions: Five Key Functions - Counselling

Counselling is the process of helping the protégé work through her/his own professional problems and issues with a view to resolution. As counsellor, the mentor serves as a sounding board when the protégé is faced with an issue or problem. The mentor often assists the protégé to see the issue from different perspective(s).

Key Mentor Functions: Five Key Functions - Sponsoring

Sponsoring requires that the mentor act as an advocate for the protégé. As sponsor, the mentor protects, supports and promotes the protégé in the workplace.

Theme 3: The Coaching Cycle

DETERMINETHE NEED

EXPLAIN

DEMONSTRATE

PRACTICE

FEEDBACK

Overview of the Cycle The Five Steps to Mentoring on the Job

Giving Feedback: Some Basic Principles

• couched in terms of objectives.

• specific rather than general (based on first-hand data, actions, and behaviour, not on the person or speculation about his or her intentions) and validated through agreement from other observers when possible.

• presented as a method of enhancing professional development rather than as “discipline” for inadequate performance.

Giving Feedback: Some Basic Principles continued

• consider timing of feedback and amount of feedback offered.

• solicit strengths and shortcomings from the protégé.

• use actual examples and use non-judgmental language.

• use a sandwich approach – a negative wrapped in two positives

• support protégés in turning negative situations into

constructive challenges.

• check protégé understanding – by way of summary.

Theme 4:Learning Projects

Deciding onStrategies

and Resources

DiagnosingProfessionalDevelopment

Needs

FormulatingLearning

GoalsSpecifyingEvidence of

Accomplishment

Learning Projects:Focusing the RelationshipFour Key Stages

Learning Projects: Focusing the Relationship Four Key Stages: Diagnosing Professional Development Needs

Outline of Stage Key Question(s) for protégés

Stage OneDiagnosingProfessionalDevelopmentNeeds

When diagnosing professional needs protégés endeavour to thedetermine gaps between where they are at the present time andwhere they would like to be in relation to a particular set ofprofessional competencies. It would be unwise to try to address all professional development needs within the one learning project —so it is recommended that protégés work with their mentors to prioritize their learning needs.

What professional needs do Ihave?

Which needs should be addressed through this learning project?

Learning Projects: Focusing the Relationship Four Key Stages: Formulating Learning Goals

Outline of Stage Key Question(s) for protégés

Stage TwoFormulatingLearningGoals

Each of the professional development needs to be addressed by the learning project is written up as a separate learning goal. Learning goals describe what the protégé will learn, as opposed to how it will be learned. The lead in stem "On completion of this learning project, I will be able to ...." is used for each learning goal.

What should I be able to do as a result of my participation in this learning project?

Learning Projects: Focusing the Relationship Four Key Stages: Deciding on Strategies and Resources

Outline of Stage Key Question(s) for protégés

Stage ThreeDeciding onStrategies andResources

This stage features a description of how each learning goal will be accomplished (for example, through interviewing a colleague, through attending a professional development course, through a coaching session with the mentor, through professional reading, etc.) In addition, resources (both human and material) to be used as part of the strategy, need to be recorded.

What strategies or learning experiences are planned to assist me to achieve these learning goals?

Learning Projects: Focusing the Relationship Four Key Stages: Specifying Evidence of Accomplishment

Outline of Stage Key Question(s) for protégés

Stage FourSpecifyingEvidence ofAccomplishment

In specifying evidence of accomplishment, the protégé records the evidence that will be collected (for example, brief oral presentation to mentor, journal entry, demonstration, etc.) to indicate the degree to which a given learning goal has been achieved. In specifying evidence of accomplishment, emphasis should be placed on the use of simple but effective techniques for validating learning as opposed to strategies which place an unnecessary burden on the protégé’s time.

What will be accepted as evidence that I have achieved each learning goal contained within the learning project plan.

Learning Projects: Focusing the Relationship Four Key Stages: Diagnosing Professional Development Needs

Learning Project TitleDuration:Learning Goals On completion of this project I will be able to:

Strategies & Resources I will:

Evidence of Accomplishment

I will:

Theme 5: Benefits

Benefits of Mentoring: Benefits for Protégés, Mentors & the Organisation and Organisations

Protégé Mentor Organisation

Key Points of Learning

•••••••

Alphabetical List of Readings

Burgstahler, S. & Cronheim, D. (2001). Supporting peer-peer and mentor-protégé relationships on the internet. Journal of Research on Technology in Education, 34(1), pp. 59-74.

Carruthers, J. (1993). The Principles and practice of mentoring. In B.J. Caldwell & E.M.A. Carter (eds.) The return of the mentor: Strategies for workplace learning. London: The Falmer Press.

Fawcett, D.L. (2002). Mentoring – What it is and how to make it work. Aorn Journal, 75(5), pp. 950-954.

Fritts, P.J. (1998). Chapter 2: The new mentoring relationship. In ‘The new managerial mentor: Becoming a learning leader to build communities of purpose.’ Palo Alto, CA: Davies Black.

Higgins, M.C. & Kram, K.E. (2001). Reconceptualizing mentoring at work: A developmental network perspective. Academy of Management Review, 26(2), pp. 264-288.

Hines, A. (2001). Investigating adult metacognition through mentoring. Paper presented at the Australasian Human Development Conference held at the University of Queensland, Australia from 2nd-4th July 2001.

Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research, 61(4), pp. 505-532.

Alphabetical List of ReadingsMacCallum, J. & Beltman, S. (2003). Mentoring young people in Australia. In F. Kochan & J. Pascarelli (eds.) Reconstructing context, community and culture through mentoring: Global perspectives. Greenwich, CT: Information Age Publishing.

Murray, M. (1991). The mentor’s motivation and concerns. In ‘Beyond the myths and magic of mentoring: How to facilitate an effective mentoring program’. San Francisco: Jossey-Bass Publishers. O’Neill, R.M. & Blake-Beard, S.D. (2002). Gender barriers to the female mentor – male protégé relationship. Journal of Business Ethics, 37, pp. 51-63.

Ritchie, A. & Genoni, P. (2002). Group mentoring and professionalism: A programme evaluation. Library Management 23(1/2), pp. 68-78.

Schatz, P.E., Bush-Zurn, T.J., Ceresa, C. & Caldwell Freeman, K. (2003). California’s professional mentoring program: How to develop a statewide mentoring program. Journal of The American Dietetic Association, 103(1), pp. 73-76.

Schrodt, P., Stringer-Cawyer, C. & Sanders, R. (2003). An examination of academic mentoring behaviors and new faculty members’ satisfaction with socialization and tenure and promotion processes. Communication Education, 5(1), pp. 17-29.

Wales, S. (2003). Breaking barriers in business: Coaching women for career advancement in the United Kingdom. In F. Kochan & J. Pascarelli (Eds), Global perspectives on mentoring: Transforming context, community and culture (pp.141-152).

Leadership Development Sensemaking and Relating

5 July 2010

Facilitated by: Amanda McStay, Academic Director, Murdoch Business School

Session Plan

Good leader/managerEarly leadership theories - quick overviewDistributed Leadership:

What it isFocus on:

SensemakingRelating

Activities to highlight your own style

TIME

What makes a good leader?

?

Manager Leader

Plans and budgetsEye on

.......................

Creates vision, culture, values

Eye on ......................

Directs and controls......................

boundaries

Helps others grow......................

boundaries

Focuses on objects –produce/sell

Acts as ......................

Focuses on people –inspires

Acts as ......................

Maintains stabilityCreates culture of

...................

Creates changeCreates culture of

...................

Adapted from Daft (2005)

Stogdill(1948)

Mann(1959)

Stogdill(1974)

Lord, DeVader & Alliger (1986)

Kirkpatrick

& Locke (1991)

Alertness

Intelligence

Initiative

Insight

Persistence

Responsibility

Self-confidence

Sociability

Adjustment

Conservatism

Dominance

Extroversion

Intelligence

Masculinity

Achievement

Cooperation

Influence

Initiative

Insight

Persistence

Responsibility

Self-confidence

Sociability

Dominance

Intelligence

Masculinity

Confidence

Cognitiveability

Drive

Integrity

Motivation

Task knowledge

Leadership Traits Studies

com

pres

ourc

esin

c.co

m

1 2 3 4 5 6 7 8 9

l Concern For Production

low

Co

nce

rn

For

Peo

ple

hig

h1

2

3

4

5

6

7

8

9

Palm

Val

ley

Behavioural: Leadership Grid (Blake & Mouton, 1964)

Phot

osea

rch.

com

blog

s.m

sdn.

com

wpc

lipar

t.co

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Situational Leadership

4 leader styles

4 employee styles

Hersey & Blanchard

LASI – example questions

Transactional leadership

Exchange relationship: “Transaction” = organisation pays staff

in return for effort and compliance. = economic, social or psychological trading.

Common organisational style.

Staff “obey”.

Leader “punishes”. C.A.

Focus on short-term tasks.

Creative work?

Job satisfaction?

Transformational: The 4 “I”s

grap

hics

fact

ory.

com

clip

arth

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foto

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oper

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Id____________

Ind___________ Ins___________

Int___________

The P ………………..… (sheep)

Positive:

Seldom resists.

Relies on leader’s judgment and thinking.

Negative:

Just puts in their time, little else.

Requires a lot of supervision.

Believes that:

The organisation doesn’t want their ideas.

The leader will do what he/she wants anyway.

Positive:Accepts assignments easily from leader.Seeks to minimise conflict.

Negative:Lacks own ideas.Unwilling to make unpopular decisions.

Believes that:Following established order is more important than

outcomes.

The C………………..… (yes people)

Positive:Keeps things in perspective.Plays by rules and regulations.

Negative:Plays political games.Covers their tracks - risk averse.

Believes that:Should try to avoid uncertainty and instability.

josh

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lung

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The P……………..…(survivor/bureaucrat)

clker.com

Positive:

Maverick - thinks for self - potential innovator.

Plays devil’s advocate.

Negative:

Troublesome, cynical.

Not a team player. Extreme cases = saboteur

Believes that:

Their leader does not recognise or utilize their talents.

The A ………………..…(cynic)

appl

ing.

k12.

ga.u

s

Positive:

Contributes above and beyond.

Does not follow blindly.

Negative:

Highly idealistic - can suffer disillusionment.

Burnout.

Believes that:

Their contribution is important … even essential.

The E ………………..… (star)

FollowershipCRITICAL THINKING

(INDEPENDENT)

UNCRITICAL THINKING

PASSIVE

ACTIVEclker.com

josh

uade

lung

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DISTRIBUTED LEADERSHIP

Creating a compelling vision of the future

Developing productive relationships and

networkswithin/across organisations

Creating new ways of working together

to realise the vision

Your own unique way of making change happen

Making sense of the

world around us

Sensemaking – what do you see?

Question

Do you believe everyone deserves an equal

chance?

What did you see?

To improve your ability to communicate, first start with yourself.

Easy to say/think one thing(espoused theory),

then use opposite theory to act (theory-in-use).

Be aware of:What you say VS what you do

Espoused theory

clip

arto

f.co

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Relating

WHO? / JOBS?VERBS to describe communication

style?eg. tell / ask

msn

bc.m

sn.c

om

INQUI

AD

VO

CA

CY

low hig

high

ASKOBSERVE

TELL GENERATE

Withdraw

Sense

Bystand

Test

Dictate

Explain

Discuss

Politic

Dialogue

Interrogate

Clarify

Interview

Assert

Senge et al 1994, p254

Here’s what I say, never mind why! BAD

Check out. Don’t pay attention. BAD

Why do you think this? Why can’t you see you’re wrong?

BAD

Pretends to be open, but sneaky, self-serving

and maintains own view. BAD

Relating

Balancing advocacy with inquiry

Nothing wrong with drawing inferences and conclusions:necessary in order to act and thus live.

But... we must:

Inquire of others.

Deal in facts.

Understand our own tendencies (defensiveness/stereotyping).

Assess merit of others’ positions.

Change our own views if needed.

Background: Smelting and Refining Company - pollution.

Task:Piece of paper with your role and background info.Meet individually and find out about each other.

(Speaking only, do not show papers.)Then - group discussion, inquire / advocate (as

appropriate)to find group solution to problem.

Aims: Apply communication skills of inquiry vs advocacy.Apply effective problem solving skills.Think outside box for common solution.

The Great Debate:Activity

How did you feel as an advocate/inquirer?

Did your opinion change as you received more info?

Did you have any biases or assumptions?

How strong was your defensive reasoning?

Were you happy with the outcome?

The Great Debate:Reflection

Recap

Tell

Sell

Participate

Delegate

blog

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atri

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Early theories of leadership

Distributed Leadership

“We must become the changewe want to see.”

M. K. Gandhi

THANK YOU for being a great

audience