Bond University Research Repository From Supervisor to ... · Mentoring global female managers in...
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Bond University Research Repository From Supervisor to Mentor Lincoln, RA; Brotto, Gaelle Unpublished: 20/03/2019 Document Version: Peer reviewed version Link to publication in Bond University research repository. Recommended citation(APA): Lincoln, RA., & Brotto, G. (2019). From Supervisor to Mentor: Transformations in a Collaborative Partnership. Abstract from 4th Asia-Pacific Conference on Education, Social Studies and Psychology, Bangkok, Thailand. General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. For more information, or if you believe that this document breaches copyright, please contact the Bond University research repository coordinator. Download date: 07 Jun 2020
Bond University Research Repository From Supervisor to ... · Mentoring global female managers in the global marketplace: Traditional, reverse, and reciprocal mentoring. International
From Supervisor to MentorLincoln, RA; Brotto, Gaelle
Unpublished: 20/03/2019
Document Version:Peer reviewed version
Link to publication in Bond University research repository.
Recommended citation(APA):Lincoln, RA., & Brotto, G. (2019). From Supervisor to Mentor: Transformations in a Collaborative Partnership.Abstract from 4th Asia-Pacific Conference on Education, Social Studies and Psychology, Bangkok, Thailand.
General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.
For more information, or if you believe that this document breaches copyright, please contact the Bond University research repositorycoordinator.
Presentation to the Asia-Pacific Conference on Education, Social Studies and Psychology (APCESP), Bangkok, 19-21 March 2019
From Supervisor to Mentor:Transformations in a
Collaborative Partnership
Robyn Lincoln & Gaelle Brotto
Faculty of Society & Design
OutlineBackground & Literature
Methodology
Main Findings
Conclusions
BACKGROUND
• Mentoring is widely seen as an effective learning strategy for industry, business, education, and across many professions for the passing on of knowledge and skills.
• It is now employed in a range of organizations, with considerable expenditure in providing programs that are more formalized and structured.
• Its definition is somewhat nebulous as it means many things to many different people –from transference of skills, role modeling, emotional support, career assistance, to networking.
• There is a variety of traditional and emergent models reflecting both formal and informal processes including developmental, peer, reverse, reciprocal, intergenerational, and dynamic.
• Ultimately, they are personalized and individual dyadic relationships drawing on a long history of patronage, that are becoming more ubiquitous, and now with evidence from the empirical research.
Presenter
Presentation Notes
Harvey, M., McIntyre, N., Heames, J. T., & Moeller, M. (2009). Mentoring global female managers in the global marketplace: Traditional, reverse, and reciprocal mentoring. International Journal of Human Resource Management, 20, 1344-1361. doi: 10.1080/09585190902909863 Kalpazidou-Schmidt, E., & Faber, S. T. (2016). Benefits of peer mentoring to mentors, female mentees, and higher education institutions. Mentoring & Tutoring: Partnership in Learning, 24(2), 137-157. doi: 10.1080/13611267.2016.1170560 Satterly, B. A., Cullen, J., & Dyson, D.A. (2018). The intergenerational mentoring model: An alternative to traditional and reverse models of mentoring. Mentoring & Tutoring: Partnership in Learning, 26(4), 441-454. doi: 10.1080/13611267.2018.1530172 Wanberg, C. R., Welsh, E. T., & Hezlett, S. A. (2015). Mentoring research: A review and dynamic process model. In R. M. Buckley, J. R. B. Halbesleben, & A. R. Wheeler, A. R. (Eds.), Research in personnel and human resources management, Volume 22, (pp. 39-124) online version. Bingley, UK: Emerald Group. doi: 10.1016/S0742-7301(03)22002-8 Washington, R., & Cox, E. (2016). How an evolution view of workplace mentoring relationships helps avoid negative experiences: The developmental relationship mentoring model in action. Mentoring & Tutoring: Partnership in Learning, 24(4), 318-340. doi: 10.1080/13611267.2016.1252109
RESEARCH LITERATURE
• The scholarly literature has expanded in the past three decades, but remains overwhelmingly positive, and indeed, celebratory.
• Contemporary works focus on the benefits to mentors and host institutions, as well as to the “recipient” mentees.
• Some critiques have emerged regarding the potential for “toxic” partnerships, negative outcomes, and inflexibility of formal programs.
• Greater attention is afforded to mentoring for women with the view that female pairings can improve career trajectories.
• Universities have long been associated with having mentor relationships but such practices now include more formal guidance, the setting of performance goals, accountability requirements, and direct training.
Presenter
Presentation Notes
Barker, E. R. (2006). Mentoring: A complex relationship. Journal of the American Academy of Nurse Practitioners, 18(1), 56-61. doi: 10.101111/j.1745-7599.2006.00102.x Burke, R. J., & McKeen, C. A. (1997). Benefits of mentoring relationships among managerial and professional women: A cautionary tale. Journal of Vocational Behavior, 51, 43-57. Colvin, J. W. & Ashman, M. (2010). Roles, risks, and benefits of peer mentoring relationships in higher education. Mentoring & Tutoring: Partnership in Learning, 18(2), 121-134. doi: 10.1080/13611261003678879 De Vries, J., Webb, C., & Eveline, J. (2006). Mentoring for gender equality and organisation change. Employee Relations, 28, 573-587. doi: 10.1108/01425450610704506 Ehrich, L. C., Hansford, B., & Tennent, L. (2004). Formal mentoring programs in education and other professions: A review of the literature. Educational Administration Quarterly, 40, 518-540. doi: 10.1177/0013161X04267118
• case study design• naturalistic experiment• auto-ethnographic• longitudinal trajectory• female dyad• adult pairing• university setting• intergenerational element• research, teaching, service &
engagement• vocationally-directed &
emotionally-oriented• iterative procedure
Presenter
Presentation Notes
Balmer, D., D’Alessandro, D., Risko, W., & Gusic, M. E. (2011). How mentoring relationships evolve: A longitudinal study of academic paediatricians in a physician educator faculty development program. Journal of Continuing Education in the Health Professions, 31(2), 81-86. doi: 10.1002/chp.20110 Dashper, K. (2018). Confident, focused and connected: The importance of mentoring for women’s career development in the events industry. Journal of Policy Research in Tourism, Leisure and Events, 10(2), 134-150. doi: 10.1080/19407963.2018.1403162 Harris, J. B., Freeman, T. L., & Aerni, P. W. (2009). On becoming educational researchers: The importance of cogenerative mentoring. Mentoring & Tutoring: Partnership in Learning, 17(1), 23-29. doi: 10.1080/13611260802658546 Jones, R., & Brown, D. (2011). The mentoring relationship as a complex adaptive system: Finding a model for our experience. Mentoring & Tutoring: Partnership in Learning, 19(4), 401-418. doi: 10.1080/13611267.2011.622077 Satterly, B. A., Cullen, J., & Dyson, D.A. (2018). The intergenerational mentoring model: An alternative to traditional and reverse models of mentoring. Mentoring & Tutoring: Partnership in Learning, 26(4), 441-454. doi: 10.1080/13611267.2018.1530172
Barker, E. R. (2006). Mentoring: A complex relationship. Journal of the American Academy of Nurse Practitioners, 18(1), 56-61. doi: 10.101111/j.1745-7599.2006.00102.x Terrion, J. L., & Leonard, D. (2007). Taxonomy of the characteristics of student peer mentors in higher education: Findings from a literature review. Mentoring & Tutoring: Partnership in Learning, 15(2), 149-164. doi: 10.1080/13611260601086311 Wanberg, C. R., Welsh, E. T., & Hezlett, S. A. (2015). Mentoring research: A review and dynamic process model. In R. M. Buckley, J. R. B. Halbesleben, & A. R. Wheeler, A. R. (Eds.), Research in personnel and human resources management, Volume 22, (pp. 39-124) online version. Bingley, UK: Emerald Group. doi: 10.1016/S0742-7301(03)22002-8
Halse, C. (2011). “Becoming a supervisor”: The impact of doctoral supervision on supervisors’ learning. Studies in Higher Education, 36(5), 557-570. doi: 10.1080/03075079.2011.594593 Mullen, C. A. (2009). Re-imagining the human dimension of mentoring: A framework for research administration and the academy. Journal of Research Administration, 40(1), 10-33.
CONCEPTUAL FINDINGS
INVESTMENT An invested relationship that demonstrates commitment by both partners to the mentoring process.
• energy & passion• time commitment & availability• accessible & approachable• generous, not overly-self-oriented
PERSONALIZATION The relationship is highly personal and individualistic with shared goal-setting.
• good fit with commonalities• shared interests & background• celebrate the differences• personalized connection with boundaries
RECIPROCITY A collaborative process with benefits flowing in both directions and extending beyond the dyad.
Hargreaves, E. (2010). Knowledge construction and personal relationship: Insights about a UK university mentoring and coaching service. Mentoring & Tutoring: Partnership in Learning, 18(2), 107-120. doi: 10.1080/13611261003678861 Harvey, M., McIntyre, N., Heames, J. T., & Moeller, M. (2009). Mentoring global female managers in the global marketplace: Traditional, reverse, and reciprocal mentoring. International Journal of Human Resource Management, 20, 1344-1361. doi: 10.1080/09585190902909863 Roberts, A. (2000). Mentoring revisited: A phenomenological reading of the literature. Mentoring & Tutoring: Partnership in Learning, 8(2), 145-170. doi: 10.1080/713685524 Terrion, J. L., & Leonard, D. (2007). Taxonomy of the characteristics of student peer mentors in higher education: Findings from a literature review. Mentoring & Tutoring: Partnership in Learning, 15(2), 149-164. doi: 10.1080/13611260601086311
OBSERVATIONS
The power of two:
unpredictable rewarding dynamic
enduring
joint endeavours
productive
flexible
complex
innovative
CONCLUSIONS
ADOPT A MIX OF MODELS
HARNESS THE INTERGENERATIONAL
EMBRACE COMPLEXITIES
USEFUL TO DEAL WITH PRECARITY
LIMITATIONS OF THE STUDY
Internal Challenges
• No non-mentees or other dyads for comparison
• Female pairing only• Evidence difficult to capture and
quantify
External Challenges
• Private university culture• Even longer timeframe to measure “success”• Evidence of host organization benefits are obscure
Presenter
Presentation Notes
Allen, T. D., Eby, L. T., Poteet, M. L., Lentz, E., & Lima, L. (2004). Career benefits associated with mentoring for protégés: A meta-analysis. Journal of Applied Psychology, 89, 127-136. doi: 10.1037/0021-9010.89.1.127 Dashper, K. (2018). Confident, focused and connected: The importance of mentoring for women’s career development in the events industry. Journal of Policy Research in Tourism, Leisure and Events, 10(2), 134-150. doi: 10.1080/19407963.2018.1403162 Ehrich, L. C., Hansford, B., & Tennent, L. (2004). Formal mentoring programs in education and other professions: A review of the literature. Educational Administration Quarterly, 40, 518-540. doi: 10.1177/0013161X04267118
EFFECTIVE MENTORING STRATEGIES• We preference informal mentoring schemes, but
there should be personal evidence-gathering and accountability (diaries, goal-setting).
• We endorse engaging in critical and reflective practices throughout the process to thwart challenges and ensure the mentorship is on track.
• We stress the importance of flexibility and adaptability, and the maintaining of porous boundaries around the partnership.
• We concur that they are formidable sites of learning (and teaching) and can be truly transformative.
TRANSFERABLE LESSONS FOR BUSINESS & INDUSTRY
WHAT DO YOU THINK?
RECOMMENDATIONS FOR FUTURE RESEARCH
✔More case studies so that the fine detail of mentorships can be fully appreciated.
✔Studies where non-mentees are incorporated in a comparative analysis.
✔Attention to the intergenerational elements with savvy millennials teaching digital skills and technological knowledge.
✔Cross-over studies between education, professions, business, and industry.
