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The Impact of Mentoring on Leadership Identity

The Impact of Mentoring on Leadership Identity Annelies Meulepas 1 , Koen Marichal 1 ; Jesse Segers 2 1 Antwerp Management School, Belgium 2 University of Antwerp/Antwerp Management School, Belgium The Future Leadership Initiative. 1. Introduction. Aim.

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The Impact of Mentoring on Leadership Identity

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  1. The Impact of Mentoring on Leadership Identity • Annelies Meulepas1, Koen Marichal1; Jesse Segers2 • 1Antwerp Management School, Belgium • 2 University of Antwerp/Antwerp Management School, Belgium • The Future Leadership Initiative

  2. 1. Introduction

  3. Aim Only one study that links mentoring with leadership development (Lester, Hannah, Harms, Vogelgesang, & Avolio, 2011) Aim: Open and explorative research format to investigate the impact of mentoring on leadership development

  4. Mentoring Defenition = a developmentalrelationshipbetween a more experienced and a lessexperiencedperson (Kram, 1985) • Not necessarily direct supervisor/member of the organization • Mentor= an influentialperson, devoted to support and promote the mentee’scareerusing the ownknowledge and experience • 2 functions: personal & professionaldevelopment

  5. Mentoring

  6. Mentoring Important features Life cycle of 4 phases (1 – 5 years) Formal vs. Informal mentoring • Informal mentoring => betterresults (Underhill, 2006) Relationship quality& motivation as crucial factors

  7. Leadership Leadership is more than a role, leadership as a matter of identity(Day, Harrisson, & Halpin, 2009) • Self-image  static or one-dimensional • Possible selves (Ibarra,2010)

  8. 3 leadershipidentities • “personaldominance” • “influence” • “relationaldialogue” (Drath 2001 in Day et al., 2009)

  9. Leadershipdevelopment Leader identitydevelopment = a social process • It is a relationalcategory • With 3 aspects (DeRue & Ashford, 2010): • Personalinternalization • Relational recognition • Collective empowerment

  10. Developing versus learning “Development of any system = purposefulsimultaneoustransformationtowardhigherlevels of differentiation and integration.” (Gharajedaghi, 1999) • plannedreflection • organizedexperience • feedback • support (Robert Kegan, 2010) (Daniel Day et al., 2011)

  11. Leadership & mentoring Mentoring’spotential to develop leadership identity: • By definition, mentoringrelationship to develop the mentee, bothprofessionally and personally • reflection, experiences, feedback and support as important ways to come to suchdevelopment

  12. Method

  13. Research context Formalmentoring program of a Flemish management association (vMA) Open instructions

  14. Data collection Semi-structured interviews Interview questions: • Concreteactivities, change in leadership of the mentee, otherspecificeffects, probable causes • Extra question mentors: impact on ownlearningexperience and leadership vision 18 interviews (2 excluded) To minimizebias: 2 interviewers, anonimityreassurance, setting, handwritten notes, common interview protocol • Limitations: cross sectional, smallsample

  15. Data analysis Based on an inductive, groundedtheorydevelopmentprocess (Eisenhardt; 1989) Iterativeprocess => data - relevant literature - ownemerging concepts • Focus on the ‘how’ and ‘why’ Independent analysis by 2 of the authors – 3th author as guard of objectivity Comparing 10 cases throughsubsequent rounds of coding and analysis

  16. Results

  17. General findings Overcoming the distance, bothhiërarchical as content-wise "... Of course you go there with a healthy dose of tension..." (YM6) "A whole other world opened for me." (YM3) The importance of matching "...it clicked and that is really important ..." (YM2) Self disclosure and trust "Open atmosphere is very important, it seems evident, but nevertheless it’s crucial." (YM9) "A very good relationship arised. Confidence, complete confidence, so I felt that I could discuss everything with him/her, that I could really trust him/her. "(WM4)

  18. General findings • Increased self-confidence of the mentees,… "It has given me confidence. That's in my opinion the strength of the program. "(YM8) …which made change possible e.g. changes in theirprofessionalcontext "I do not think he/she realizes that he/she really had an impact on my choice." (YM4)

  19. General findings Mentors and theireffects  "... It was very refreshing, to get to talk with someone openly about “what are the fundamentals? What is it really all about?" (WM6) “ It makes you think about yourself. Questions are asked concerning things you don’t really think consciously about.” (WM5) Differentlevel of reciprocity

  20. Mentoringpatterns • the mentor as coach • the mentor as advisor • the mentor as tour guide

  21. Otherinfluencing factors Preliminary motivation • Motivation lettersmentees => corresponding the outcomes • Only one mismatch Complementarity and leadership identities • Differencesreported as factor of success • Advisory mentors: highlighting the similarity as important => learningquickly Maturity of mentors

  22. Discussion

  23. Developed conceptual framework Initial setting Process Outcomes + Instrumental learning Advisory + Stronger leadership identity Informal format + + Overcoming Distance Self-confidence + + + + + + Relational quality + + Positive match Trust + Open world + + + ++ + Disclosure + Tour guiding Morerelational leadership scheme Motivation + Coaching +

  24. Limitationsandfuture research Limitations • Cross-sectional • Built on an existing program Future research • Eachlink in previousframework • Possible hypotheses: • The orientation to lead of mentors defines their mentoring style • Mentors with a relational orientation to leadership are more effective in developing leadership identity • Mentors with a tour guiding style develop relations with a higher quality and therefore obtain overall higher outcomes • The right balance between distance and initial trust is needed as condition for an effective mentoring relation • Mentoring is effective for leadership identity development because of the initial hierarchical distance

  25. Practical implications Mentoringindeed a specific and valuable impact on leadership and identitydevelopment • General practical implications • Informal setting to enhanceintrinsic motivation and trust building • Certain level of support • The importance of the matchingprocess

  26. Practical implications Mentoringindeed a specific and valuable impact on leadership and identitydevelopment • Leadership development implications • Mentors’ leadership identity and mentoring style • Menteespreliminary motivation • ‘Tour guiding’ style => strongest impact Throughexercisingmentoring, the mentors reinforcetheirown leadership identity

  27. Questions ?

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