Learning about learning from mentoring women in the public sector

1. Learning about learning from mentoring women in the public sector Jenni Jones (University of Wolverhampton Business School) jenni.jones@wlv.ac.uk

3. SOME LEARNING THEORY • Learning is @ CHANGE • Learning as a product (Merriam et al 2007) • Learning as a process (Kolb 1984) • Social learning theory (Bandura 1976); By observing the actions of others, individuals form an understanding of acceptable behaviour that becomes guidelines for their future behaviour • Social exchange theory (Emerson 1976); Individuals develop, maintain and exit relationships depending on the perceived benefits or otherwise to them • Career-psychosocial model of mentoring (Kram 1988) • 4 potential areas for learning (Kraiger et al 1993; Podolny & Baron 1997; Wanberg et al 2003); Cognitive, skills-based, affective & social • 2 types of personal learning (Lankau & Scandura 2002); Relational job learning & personal skills development (interpersonal skills) • 4 windows (Hale 2000); Sharing experiences, sharing information, discussing politics of the organisation & reflection + Observation of mentors/role models (Hezlett 2005)

5. So what happened in the Police? http://youtu.be/bb6l4ZY3fZ0 longitudinal case study; over a year and a half 2010/2011 ‘Mentoring is a supportive, confidential relationship, enabling one to realise and achieve their potential’ 23 mentors @ 45 mentees matched based on rank and location 2 days training for mentors + handbook ½ day session with mentees + handbook regular formal mentoring meetings (every 4-6 weeks) expectations questionnaires (beginning and at end) ongoing evaluation; 1:1 meetings and open forum sessions regular reports to senior management

6. Questions for you? Why do you think women in the Police want to be mentees? What did they expect to get out of it? Why do you think women in the Police want to be mentors? What did they expect to get out of it? How do you think any differing expectations are best managed in the mentoring relationship? What factors (internal and external) do you think affect the expectations of both parties?

7. Expectations & satisfaction I loved it ‘When I walked away from the first meeting, I was buzzing’ (Mentor/August 2010) ‘I could not have anticipated that it would have helped me in such a significant way. It has been essential.’ (Mentee/August 2010) ‘It is really a wonderful feeling to be helping other people’ (Mentor/December 2010) ‘I feel grateful that my organisation has offered me this opportunity to explore my career path within WMP at a challenging time’ (Mentee/December 2010) ‘There’s a feel good factor; that you’re giving quality time. You’re empowering them really. Every day you go about your business but this is more special; a caring role.’ (Mentor/March 2011) ‘My changes are down to my mentor. I have had no support from outside.’ (Mentee/March 2011) ‘I found this really useful. I had high expectations and this has met them. I knew I’d like it.’ (Mentor/June 2011) ‘I believe I have had a great mentor…they were free from judgement. I felt reassured. It’s been great for me and I want it to continue.’ (Mentee/June 2011) http://youtu.be/_4xU89KZ-mI

8. Questions?? Which of these statements are from the mentors? Which of these statements are from the mentees? Which do you think are from the beginning of the mentoring relationship? Which are from the middle? And which are from the end? What factors (internal and external) do you think got in the way? What factors (internal and external) do you think helped the relationship?

9. The WHAT? I’m learning lots ‘Mentoring is helping me get a measure of where I’m at’ (Mentee/August 2010) ‘Hearing about career options, provides ideas and inspiration on how I can progress.’ (Mentee/December 2010) ‘I feel positive talking to her. My mood gets better and better and it boosts my morale.’ (Mentee /March 2011) ‘I’m building self-confidence and that has been a big thing. I’m not used to talking about myself.’ (Mentee/March) ‘It’s given me the confidence to achieve what I want…it’s let me be myself. Let me identify my values and believe according to them. It’s been really important.’ (Mentee/March 2011) ‘Mentoring came at a good time for me. I was handling a lot of issues at a difficult time. If I had not had a mentor, I would not have got through as well as I did. Mentoring gave me a positive perspective at a difficult time.’ (Mentee/March 2011) ‘To believe in yourself. I don’t think I could have been here without my mentor.’ (Mentee/June 2011) ‘I’m getting to know about a different side of the organisation. I didn’t know much about the front line policing role.’ (Mentor/December 2010) ‘I’m finding mentoring really hard, as some of my mentees issues are concerns for me too e.g. self-confidence, speaking in meetings etc…it has brought some stuff to the fore that I’ve not touched on for some time. I’ve realised some of what she was saying was what I was going through. So I have done some research for us both.’ (Mentor/March 2011) ‘I have learnt to display more empathy and my own feelings more.’ (Mentor/June 2011) ‘It’s good to challenge myself about my own life. I’ve not really thought about this in relation to me before.’ (Mentor/June 2011) ‘I didn’t know I could make a difference by mentoring someone but now I know that I can.’ (Mentor/June 2011)

10. WHAT mentors and mentees perceived they were learning http://youtu.be/GJbiw_bOFmY • Learning much larger in volume and depth than expected at the start for both parties • Depth of learning increased over time; (knowledge/skills first, personal development later) • Mentees gained large amount of unexpected learning about social networks/connections • Mentors gained unexpected knowledge and skills and surprised by personal insights • Huge amount of personal learning for both parties (mentors slower re personal developmental insights) • Changes were made as a result of the learning for both parties (within the mentoring, job & beyond) • Both parties gained increased confidence, clarity and self awareness

11. HOW they perceived this learning was achieved for both parties • Mentees not expect to learn through observation/role models but seems KEY to their learning; ‘I’m learning from a relevant role model. My mentor has had similar experiences and I can aspire to what she has done. I think to myself, what am I being lazy about? She’s done it.’ (Mentee/March 2011) • Positive mentor attributes contributed to the learning e.g. being encouraging but this was not expected! • Mentors less clear about the process of how they learnt but perceive learning mostly through self reflection • Feedback is enabling learning for both parties and encouraging change

12. Which factors they felt contributed (or not) to this learning for both parties • Varied management understanding and commitment – both enabling and hindering • Having other developmental relationships; limited networks = using mentoring more • Relationship/personality factors; similarities seem to help. But question support Vs. challenge? • Difficult times for the Police, but changing environment is not overly restrictive

13. How do you think this learning transferred into the workplace? How do you think this learning transferred into the job for the mentees? How do you think this learning transferred into the job for the mentors? How do you think this could be measured? What tangible/intangibles can be shown to senior managers?

14. BEYOND mentoring I’ve used it lots ‘Through mentoring I have learnt to help people see the solution for themselves and I’m now using this on the phone with our customers.’ (Mentor/March 2011) ‘I have learnt to listen in a different way; my answer is not necessarily their answer. I have learnt to focus on my teams needs and not to drive things as much.’ (Mentor/March 2011) ‘I seem quite a confident person but I can be quite apologetic. I have been told this by various people but I have ignored this. My mentor recognised this and asked me why I was putting myself down. I felt I was being polite. She told me to think about the language that I use…also, I wasn’t getting promotion and felt this could be a contributing factor…I have been able to change my tone and how I talk to others. I had heard this from lots of avenues but I believed my mentor as she was a fresh face and I listened to that. She had no agenda and she was there to help me…I have since been promoted. I have raised self-awareness…a light switched on for me.’ (Mentee/March 2011) ‘I’m nearing the end of my working life now and I’m thinking if I could have had someone to steer me, where would I be now? I wished I’d been pushed.’ (Mentor/June 2011) ‘Heightened awareness of my own situation has enabled me to help team members in a similar situation.’ (Mentor/June 2011) ‘I tend to be more open-minded now, when meeting new people. I have recently changed roles and welcomed any support and friendship, whatever the rank! I am willing to allow relationships at work to develop more now.’ (Mentee/June 2011) ‘As a result of increased confidence. I now take a more active role in meetings, therefore providing an improved service to colleagues.’ (Mentee/June 2011)

15. Overall learning… • Mentoring is perceived to make a positive difference • Much personal learning is gained by both parties; expected and unexpected • Deeper, more personal learning comes over time • Observation, mentor attributes, feedback and self reflection encourage learning • Context is important but keen mentors/mentees will make it happen anyway • Mentoring should be seen as an investment, not a cost

16. Some practical hints and tips Ensure management commitment from the start Advertise, communicate, sell, sell, sell Be careful with matching Ensure training for all mentors – raise self awareness Offer support for mentors throughout (not alone!) Monitor and evaluate throughout Show the benefits; advertise, communicate, sell, sell, sell Keep it going….

17. Myths and facts about mentoringAdapted from www.ncwd-youth.info/.../youth_mentor.../myths_and_facts_about_ mentoring.doc (A Mentoring Young People website)

18. Limitations to the research 2 case studies only (West Midlands/North West area) Response rate But some confidence that represents the group Can’t generalise about all Police mentoring programmes or women’s only programmes New programme(s) – commitment? Positive bias BUT interesting, qualitative and deep

19. Some helpful references Bandura, A. (1976). Social learning perspective on behavior change. In A. Burton (Ed.), What makes behavior change possible? (pp. 34-57). New York: Brunner/Mazel Emerson, M (1976), ‘Social Exchange Theory’, Annual Review of Sociology, 2, 335-362 Hezlett, S. A & Gibson. S. K. (2005), ‘Mentoring and Human Resources Development: Where We Are and Where We Need to Go’, Advances in Developing Human Resources, 4, 4, 446-469 Kolb, D. A. (1984), Experimental learning: Experience as the source of Learning and DevelopmentEnglewood Cliffs, NJ: Prentice Hall Kraiger, K., Ford, J. K., & Salas, E. (1993), ‘Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation’, Journal of Applied Psychology, 78, 311-328 Kram, .K. E. (1988), Mentoring at work: Developmental relationships in organizational life, London: University Press of America Lankau, M. J. & Scandura, T. A. (2002), ‘An Investigation of Personal Learning in Mentoring Relationships: Content, Antecedents, and Consequences’, The Academy of Management Journal, 45, 4, 779-790 Merriam, S. B., Caffarella, R. S. & Baumgartner, L. M. (2007), Learning in Adulthood – acomprehensive guide , 3rd ed. San Fransisco: Jossey-Bass Podolny, J. M & Baron, J. N. (1997), ‘Resources and relationships: Social networks and mobility in the workplace’, American Sociological Review, 62, 673-693 Wanberg, C. R., Welsh, E. T. & Hezlett. S. A. (2003), Mentoring Research: A Review and dynamic process model in Martocchio, J. & Ferris, J. (eds) Research in Personnel & Human Resource Management, 22, Oxford Elsevier Science Limited 39-124

20. Learning about learning from mentoring women in the public sector Please do contact me if you have any questions jenni.jones@wlv.ac.uk http://youtu.be/9X7pwsDWRJM