© Clutterbuck Associates 2002 C1C1 Results Driven Mentoring 8 November 2002 Professor David Clutterbuck Clutterbuck Associates

© Clutterbuck Associates 2002 C1

Results Driven Mentoring

8 November 2002

Professor David ClutterbuckClutterbuck Associates


What is Mentoring?

“Off-line help by one personto another in making significant

transitions in knowledge,work or thinking.”

Megginson & Clutterbuck, 1995


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


MENTORING SCHEMES IN THE NHS (UK)

• Originally for graduate recruits• GPs• GPs specialising in addiction• Trust executives• CEOs • Diversity• Senior professionals in all

disciplines


BALANCING LEARNING PROCESSES

Learning from others

IndividualLearning for oneself Team Helping

others learnOrganisation

Learning with others


PHASES OF REFLECTIVE SPACE

External Energy

Internal Energy

Normal Working (High Activity)

Framing

Implication

AnalysisInsight!

Options

Action

Re-framing

Time


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”


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


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


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


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


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


Supervision

Goal commitment

Performance now

Organisation’s needs

Extrinsic feedback

Mentoring

Relationship commitment

Future performance

Individual’s needs

Intrinsic feedback

Coaching


Mentoring Supports;

• Succession planning• Knowledge management• Stress reduction• Recruitment and retention• Formal training• Communication• Building trust


What does your learning net

look like?


• 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


Short-term

Opening perspectives/horizons

Long-term

Skills competence

Executive mentoring

Executive coach


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


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


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?


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


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


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


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


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

Documents

© Clutterbuck Associates 2002 C1C1 Results Driven Mentoring 8 November 2002 Professor David Clutterbuck Clutterbuck Associates