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

© Clutterbuck Associates 2002 C2C2 What is Mentoring? “Off-line help by one person to another in making significant transitions in knowledge, work or thinking.” Megginson & Clutterbuck, 1995

© Clutterbuck Associates 2002 C3C3 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

© Clutterbuck Associates 2002 C4C4 MENTORING SCHEMES IN THE NHS (UK) Originally for graduate recruits GPs GPs specialising in addiction Trust executives CEOs Diversity Senior professionals in all disciplines

© Clutterbuck Associates 2002 C5C5 BALANCING LEARNING PROCESSES Learning from others Individual Learning for oneself Team Helping others learn Organisation Learning with others

© Clutterbuck Associates 2002 C6C6 PHASES OF REFLECTIVE SPACE External Energy Internal Energy Normal Working (High Activity) Framing Implication Analysis Insight! Options Action Re - framing Time

© Clutterbuck Associates 2002 C7C7 THE BEHAVIOURAL MATRIX Sponsorship Support Self- reliance GoalsRoles Learning (Active) (Passive) Guide Protector Guardian Collaborator Challenger Critical friend Goal- setter Coach Counsellor Sounding board Listener Role model Network “node” Catalyst “Bridge”

© Clutterbuck Associates 2002 C8C8 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

© Clutterbuck Associates 2002 C9C9 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

© Clutterbuck Associates 2002 C10 DEVELOPMENT ROLES OF LINE MANAGER AND MENTOR Line ManagerShared Mentor Performance appraisalEncouragement, Help learner develop insights motivation to learn into causes of poor performance Agreed developmental goalsShape goals beyond Help learner manage the integration within learner’s current job current job of job, career & personal goals Help learner build relationships Help learner build rel- Help learner build relationships within the teamationships outside team with line manager Find opportunities to stretch Find opportunities to Challenge learners’ thinking and learner’s performancestretch learner’s thinking assumptions Give constructive feedbackHelp learner develop skills Help learner accept and manage through observationof intrinsic observation feedback constructively Role model for task fulfillmentRole model of general Role model for personal achievement and growthbehaviour and growth

© Clutterbuck Associates 2002 C11 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 Tell Show Show/discuss Stimulate & Guide Low High Implicit

© Clutterbuck Associates 2002 C12 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

© Clutterbuck Associates 2002 C13 Supervision Goal commitment Performance now Organisation’s needs Extrinsic feedback Mentoring Relationship commitment Future performance Individual’s needs Intrinsic feedback Coaching

© Clutterbuck Associates 2002 C14 Mentoring Supports; Succession planning Knowledge management Stress reduction Recruitment and retention Formal training Communication Building trust

© Clutterbuck Associates 2002 C15 What does your learning net look like?

© Clutterbuck Associates 2002 C16 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

© Clutterbuck Associates 2002 C17 Short-term Opening perspective s/horizons Long-term Skills competenc e Executive mentoring Executive coach

© Clutterbuck Associates 2002 C18 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

© Clutterbuck Associates 2002 C19 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

© Clutterbuck Associates 2002 C20 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?

© Clutterbuck Associates 2002 C21 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

© Clutterbuck Associates 2002 C22 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

© Clutterbuck Associates 2002 C23 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

© Clutterbuck Associates 2002 C24 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

© Clutterbuck Associates 2002 C25 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