1. York St John University | www.yorksj.ac.ukIs mentoring the key to resilientleadership?By Professor Bob Garveyr.garvey@yorksj.ac.uk

2. York St John University | www.yorksj.ac.ukAgenda What is mentoring? Why is it powerful? How does it work? What can it do to contribute to developing resilientleadership? Context The question of leadership So, what can mentoring do to contribute to developingresilient leadership?2

3. York St John University | www.yorksj.ac.ukWhat is Mentoring?A learning relationship between two people. Itrequires trust, commitment and engagement. Itinvolves listening, questioning, challenge andsupport. It has a timescale.

4. York St John University | www.yorksj.ac.ukWhy is it Powerful?4

5. York St John University | www.yorksj.ac.ukThree concepts Generativity (Erikson, 1978) The desire to influence and bring on the next generation Key survival mechanism Learning is a social activity(Polanyi, 1958; Rogers, 1961 &1969;Argyris & Schon, 1981; Vygotsky, 1985; Bruner, 1990; Lave, 1991; Nonaka 1991;Mole, Griffiths & Boisot, 1996) We learn by and with and through others Psychosocial function (Kram, 1983) Mentee socialised into a specific social context, developsself-insight and psychological wellbeing 5

6. York St John University | www.yorksj.ac.ukHow does it work?6

7. York St John University | www.yorksj.ac.ukThree stage model1. Exploration2. New understanding3. Action planningAlred & Garvey 2010 Mentoring Pocketbook. Management Pocketbooks,Alresford

8. York St John University | www.yorksj.ac.ukAdvice Giving

9. York St John University | www.yorksj.ac.ukWhat can mentoring do tocontribute to developing resilientleadership?9

10. York St John University | www.yorksj.ac.ukThe context10

11. York St John University | www.yorksj.ac.ukThe nature of a knowledge-based economy All economies are knowledge economies Complexity - growth of new ideas, knowledge andunderstanding, driven forward by science andscholarship all is complex and thereforeunmanageable!

12. York St John University | www.yorksj.ac.ukThe nature of a knowledge-based economy Science, technology and mass communications Driven by competition and collaboration resulting in socialchange The unintended consequences often follow Knowledge is both imperfect and ordered Change is the norm Keeping ahead of the game = Research and Development System dominated by developed industrial societies but! Knowledge system is global and dependent on technology Communication extended beyond biological limitations Modern communications compress both space and time Meta-cognitive (reflexivity)ability can be nurtured

13. York St John University | www.yorksj.ac.ukThe nature of a knowledge-based economy Knowledge cannot be kept secret for long! The challenge is to keep generating and applyingnew knowledge to add value to goods a services Successful organisations know this The environment created within an organisationmakes it more or less possible

14. York St John University | www.yorksj.ac.ukThe Question of Leadership14

15. York St John University | www.yorksj.ac.ukLeadership MeaningsBehaviour which appeals to ideological values, motivesand self-perceptions of followers, resulting in:Unusual levels of effort above and beyond rolerequirementsFollowers forgo self-interest, to make significantpersonal sacrifices in the interest of a collective vision.willingly

16. York St John University | www.yorksj.ac.ukThe Rettig Group Strategy Document(Finland and Europe)If top management are incapable of showing trust andrespect, then hoping that other individuals in theorganisation will make the effort to do so is justwishful thinking.

17. York St John University | www.yorksj.ac.ukTherefore.. Its all about the social environment that facilitates. Or not..!

18. York St John University | www.yorksj.ac.ukSo, what can mentoring do tocontribute to developing resilientleadership?18

19. York St John University | www.yorksj.ac.ukWhat can mentoring do to contribute to developingresilient leadership? Chance Favours the Prepared Mind! The Leadership task in preparing people in and forunstable times.19

20. York St John University | www.yorksj.ac.ukMentoring facilitated learning.. Works with subjective intuitions and hunches Makes insights available for testing and use by all Involves personal commitment and sense of identitywithin organisation Has potential in all aspects of work experiences

21. York St John University | www.yorksj.ac.ukMentoring facilitated learning.. Economic arguments for mentoring are compelling Shifts our view of the person as a learner - locatedwithin an environment, self aware and engaged Is socially constructed and engages people in theorganisations social practices Achieves of goals and meets aspirations People relating to their concept of self through asense of belonging, being valued, developing diversecompetence and confidence in being yourself atwork Mentoring is therefore very important

22. York St John University | www.yorksj.ac.ukMentoring facilitated learning..Is not: A way of coming to know about work or an extra toreal work - this is training and conditioningIt is: A way of being in the social world A disposition or a cast of mind.

23. York St John University | www.yorksj.ac.ukr.garvey@shu.ac.ukMentoring facilitated learning.. The mentor is fully involved The mentor assists the mentee to fully participate Mentees learning experience is broader and deeperthan management or formal training

24. York St John University | www.yorksj.ac.ukMentoring facilitated learning..The mentor seeks to: develop confidence consolidate an interest inlearning develop self-esteem create space for thementee to be themselves support and encourage inchange situations motivate to discard oldhabits, practices andattitudes minimise and facestressful situations develop self belief

25. York St John University | www.yorksj.ac.ukr.garvey@shu.ac.ukMentoring facilitated learning..Mentors do not need to be perfect, only human(Claxton, 1989)

26. York St John University | www.yorksj.ac.ukr.garvey@shu.ac.ukMentoring facilitated learning..The challenge of mentoring is to recognise the needto synthesise individual and organisationalaspirations as a central condition of organisationalsuccess.

27. York St John University | www.yorksj.ac.ukMaking it happenFor L&D and Management: Purpose and Scope whats it for and who is it for? Barriers and enablers start where there is interest Low key marketing of scheme not new initiative! Training for both Cross functional to minimise power from line relationship Match done by third party (software) to avoid selectivechoosing Support materials reading, handbook, films etc.,webmaterials Light touch management to make it different to otherpower driven activities27

28. York St John University | www.yorksj.ac.ukMaking it happenFor mentors and mentees: Do training Commitment Groundrules set through discussion and mutual agreement Confidentiality Content Admin time, place, frequency, duration Contact arrangements Process Review Initial expectations - discussed Regular review of groundrules to reflect dynamic change and keepmutual awareness leading to.. Graceful exit to assist the ending28