1. Mentoring and Developmental Networks in Faculty Careers
Early Career Faculty Development Program
Prof. Kathy E. Kram
February 7, 2011
Thank you:
Nora Dominguez
I have been a student of mentoring for over 30 years. First working as an internal HR consultant , then as a professor of Org. Behavior.
I have worked with Telecom, Hi Tech, Financial Services, Consumer Products, Manufacturing, Healthcare, Education

2. 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?
One of the key messages that I want to leave with you today: mentoring looks quite different than it did when I began my work on mentoring in 1977.
In the 80s, more diversity
In the 90s, downsizing and restructuring
fast paced change, team based organizations
In 2000, globalization, distributed work, cross-cultural mentoring.
This is due to trends of globalization, workforce demographics, technological change, pace of change

3. What does it look like in today’s context?
What is Mentoring?
What does it look like in today’s context?
In the mid- 70s I began my study of mentoring---very stable period in American Industry. What I learned in my first study of managers in a telecommunications company has been revised many times, with globalization, workforce diversity, and the impact of technology.
I have worked with Hi Tech, Consumer Products, Financial Services, Healthcare Organizations, and educational institutions. Formal and Informal mentoring.
“Who stands out as having taken a special interest in you and your professional development?
Inside your Organization?
Outside your organization?
More senior to you?
Your peers?

4. 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.

5. Content of Help Career Psychosocial Advocacy Coaching
Exposure and Visibility
Protection
Challenging Assignments
Psychosocial
Role modeling
Counseling
Acceptance and confirmation
Friendship
Early studies empirically demonstrated that these types of help are regularly offered.

6. “Hard” Benefits of Mentoring Relationships
More career opportunities
Greater recognition and visibility
Higher promotion rates and pay
Less likelihood of leaving the organization
CCL study of 166 senior executives. Fortune 500 companies mentoring one of 3 critical factors. Others include assignments and hardships.
2003 C. Wanberg et al: definitional problems. But all point to same outcomes.
2004- T. Allen and colleagues. Meat-analysis of 43 studies. Objective and subjective measures of success.
Dougherty et al (2005)multiple definitions.direction of causality not yet clear.
Now looking for ways to measure the quality of mentoring
Studies in the law profession:

7. “Soft” Benefits of Mentoring Relationships
Enhanced work satisfaction
Greater clarity of professional identity
Higher career-related self-efficacy
Greater perceptions of career success
Enhanced relational skills
STUDIES OF THE LAW PROFESSION—NYC, GEORGIA, AND OREGON
Higgins & Thomas (2001) JOB.longtitudinal study of 130 attorneys from 12 large corporate law firms, NYC, 49% female, 23% racial minorities. Average age 31 years. 3.9 years of fulltime work experience since law school. Research sponsored by NY State Comission on the status of Minorities in the Judiciary.
Findings: quality of relationships related to work satisfaction and intention to stay; Hierarchical status of constellations related to promotion 7 years later; constellation positively related to organizational retention over time.
David Wilkins (1996) California Law Review. Retention among black law recruits in corporate law. Has to do with training and retention strategies that result in high turnover and lower acceptance rates of invitations to join

8. 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
To summarize---a major shift in the nature of mentoring in the last years.
We now see shorter relationships, more diverse relationships, peer mentoring, group mentoring, electronic mentoring
* Reconceptualizing Mentoring at Work: A Developmental Network Perspective
Academy of Management Review, Higgins & Kram, April 2001

9. Developmental Network
Senior Scholars
Leaders
Professional
Associations
Personal
Support System
FOCAL
In studies of leaders, and the career histories of managers and executives at various levels, the reality seems to be a developmental network.
Monica Higgins found that those with more diverse networks were more likely to change careers.
Receptive—low range and weak ties
Opportunistic---high range and weak ties
Traditional—strong ties, low range
Entrepreneurial---strong ties, high range
Only takes one positive relationship to retain and achieve satisfaction
Peer(s)
Graduate Assistants
Students

10. Developers Provide Varying Types & Amounts of Support
Career Support
Psychosocial Support
Mentor
High
Sponsor
Low
Friend
Ally
In fact, relationships with developers can take several forms.
Continuum from Ally to Friend to Sponsor to Mentor

11. Structure of the Network
Low Range
High Range
you
family
school
employer
community
professional
association
you
employer
professional
association
What matters are:
RANGE----number of domains, diversity
DENSITY---to what extent developers know each other
STRENGTH OF TIES-level of engagement, quality of the relationship
“Hard” outcomes:
In hierarchical professions, higher status networks lead to increased likelihood of promotion, organizational commitment
More (structurally) diverse developmental networks are associated with greater likelihood of changing careers

12. 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
“Soft” outcomes
Those with developmental networks that are characterized by strong ties and structural diversity (range) are more likely to have greater clarity in their sense of professional identity, greater career-related self-efficacy, and greater sense of professional success.
It seems to take just one strong tie (that provides high amounts of psychosocial assistance) to feel satisfied at work

13. Obstacles to Effective Mentoring
What are the risks?
One of the biggest obstacles to effective mentoring is TIME…..

14. A lot of time may be put in to matching pairs, but what actually occurs after the assignment is made?
Given time pressures, expanded roles, and speed of change, developmental conversations may actually be rare, or look like this…..
© Simmons School of Management, Boston MA 14

15. 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
LACK OF SKILLS
COMPLEXITIES OF CROSS-GENDER AND CROSS-RACE RELATIONSHIPS
ORGANIZATIONAL POLITICS AND CHANGE

16. 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
These dynamics are shaped by the culture/context in which the relationships are embedded.
Companies that have diversity initiatives underway, with awareness training and dialogue are more likely to minimize these problems, both through numbers and through the self-awareness and relational skills that individuals bring to developmental relationships (David Thomas and Robin Ely explain in their article on Paradigms for Managing Diversity)

17. 17

18. The Dark Side of Mentoring
Superficial Interactions
Unmet Expectations
Jealousy
Sabotage
Betrayal
Overdependence
Negative Interactions
Research on Dysfunctional Mentoring:
Terri Scandura and Lillian Eby----range from slightly problematic to highly problematic. Can result in individual failure, decision to leave the organization, disillusionment, etc.

19. 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?

20. Necessary Skills for Effective Mentoring
What Makes High Quality Connections Possible?
Research on Positive Relationships at work
Jane Dutton, U of Michigan
Jean Baker-Miller, Wellesley Stone Center for research on women
Joyce Fletcher---Relational Practice
Belle Ragins and Joyce Fletcher on mentoring episodes, Belle and Amy Verbos on mentoring schema

21. 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 Bonds
Mutual learning/growth

22. High Quality Connections (HQCs) are….
…….interdependent and generative relationships that promote mutual growth, learning, and development within the career context.

23. Emotional Competence HelpsHig Quality Connections
Self-Awareness
Self-Management
Empathy
Social Skills
CONSORTIUM FOR RESEARCH ON EMOTIONAL INTELLIGENCE IN ORGANIZATIONS:
EMPIRICALLY DEMONSTATED THAT THESE SKILLS CAN BE LEARNED. REQUIRES SELF-ASSESSMENT, PRACTICE, FEEDBACK, and REGULAR CYCLE OF LEARNING.

24. Essential Relational Skills
Curiosity
Questioning
Deep listening
Self management
Accountability
Deep Listening and Self-Management are the most difficult skills to hone.
Takes Time and Practice
Experience----Reflection------drawing lessons----active experimentation. Kolb Learning Cycle

25. 2. Questioning
Open ended
Exploratory
Non-judgmental
Not leading
No right answers

26. Outcomes of Growth Enhancing Relationships
Zest (increased energy and vitality)
Empowered Action
Increased Self Worth
New Knowledge and Skills
Desire for More Connection
Jean Baker Miller
Relational Theory---Relational Cultural Theory
Joyce Fletcher----Relational Practice
Mutuality
Fluid Expertise
Self and Other
Impact of self-awareness, opportunities to learn, reflect, solicit feedback, practice

27. Relational Savvy (Dawn Chandler, 2006)
………includes the attitudes, skills, and behaviors that enable individuals to effectively enlist others in their learning and development.
PROACTIVITY
Initiating relationships
Development-seeking behaviors
Proactivity with people early in the relationships
Responsiveness to opportunities
Initiation with existing developers
MANAGING INTERACTIONS
RELATIONAL ATTITUDES
SOCIAL SKILLS

28. Good Questions to Ask What do you want?
How are you responsible for this situation?
If you knew you could not fail, what would you do?
What are you afraid of?
If you knew the answer, what would it be?
What is hardest or most challenging about this situation?
What positive impacts accrue to you from this action or perspective?
What will you say “no” to in order to say “yes”?
What do you notice in your body right now?
What do you know to be true?
How are you getting in your own way?
What else?
When you don’t know how to help, consider one or more of the above questions….

29. What are the practical implications?
What are the lessons learned?
One of the biggest obstacles to effective mentoring is TIME…..

30. 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

31. 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

32. 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

33. Questions and Comments?