Mentoring & Leadership Development Seminar presentation by Murdoch University International Study Centre Dubai

1. Mentoring and Leadership Development
Seminar
T: +971 4 4355700 | F: +971 4 4 355704|
E: info@murdochdubai.ac.ae / admissions@murdochdubai.ac.ae
P.O. Box 345005, Block 10, Fourth Floor |
Dubai International Academic City |
Dubai | United Arab Emirates |
W: www.murdochdubai.ac.ae

2. Welcome:
Session 1:
9:30am– 11:30am: Mentorship 1
Professor John Grainger,
Pro-Vice Chancellor, Murdoch University Dubai
Session 2:
11:45am – 13:45pm: Mentorship 2
Professor John Grainger,
Pro-Vice Chancellor, Murdoch University Dubai
Session 3:
14.30pm – 16.00pm: Leadership Development
Amanda McStay,
Academic Director – Murdoch Business School Dubai

3. Mentoring Sessions:
Part 1: 9:30am – 11:30am
• Introduction: Housekeeping, Breaks, Logistics
• Theme 1: Introducing Partnership based Mentoring
• Theme 2: The Mentor in Partnership-based Mentoring
Part 2: 11:45am –1:45pm
• Theme 3: The Mentoring Cycle
• Theme 4: Learning Projects
• Theme 5: Benefits

4. Building Effective Mentoring Partnerships to
Drive Performance
Presented by:
Professor John Grainger
Pro-Vice Chancellor
Murdoch University in Dubai

5. Anticipated Outcomes of this Workshop
It is anticipated that participants will be able to:
• Identify both strategic and operational issues associated with
mentoring.
• Describe the key characteristics of a partnership based model of the
mentoring process.
• Explain the key characteristics of each stage of a partnership-based
mentoring relationship.
• Discuss key mentor attributes and functions associated with a
partnership-based model of mentoring.
• Understand the importance of learning projects.
• Outline the benefits to be attained by mentors, protégés and
organizations through participation in mentoring partnerships.

6. Mentorship:
What it is:
A personal developmental relationship in which a
more experienced or more knowledgeable person
helps a less experienced or less knowledgeable
person.
The roots of the practice are lost in antiquity (possibly 3000
years ago) but the word itself was inspired by the character of
the Mentor in Homer’s Odyssey.

7. Mentorship:
What it is:
Mentoring is defined in research as encompassing many roles:
 cheerleader  master
 coach  “opener of doors”
 confidant  patron
 counsellor  role model
 developer of talent  seminal source
 guardian  successful leader and
 guru  teacher
 inspiration
Davis & Garrison (1979)

8. Mentoring
Compared
A mentor focuses on issues pertaining to career and life, and
helps shape the outlook or attitude of the individual
vs
Instruction – the dissemination of knowledge, usually helping
with the job at hand, or the study of a discipline.
Coaching – deals primarily with skill building, usually related to
work and career related issues.

9. Theme 1:
Introducing Partnership-based
Mentoring

10. Strategic Considerations
• How important is partnership-based mentoring in meeting the
preparation requirements of those aspiring to leadership
roles?
• Is partnership-based mentoring appropriate for everyone?
• Under what conditions is partnership-based mentoring
feasible or more likely to succeed?
• Discuss key mentor attributes and functions associated with a
partnership-based model of mentoring.
• What role should organisations play in recognising, supporting
or running a mentorship program?
• Should mentoring programs be formally instituted as a
program, or should conventional informal mentorship be
accommodated and supported?

11. Operational Considerations
• What are the essential characteristics of the role, allowing
one to differentiate it from other developmental
relationships?
• What are the necessary attributes or qualifying criteria for
mentors?
• What are the defining dimensions and character of
partnership-based mentoring?
• What phases or stages are typical?

12. Organisational Context for Mentoring

13. Some Models of Mentoring
Guru Counsellor
Motivator Confidant

14. Models of Mentoring
Model Remarks
The Guru
The Counsellor
The Motivator
The Confidant
The Partner

15. Key Characteristics of a Partnership-based
Mentoring Model: Mentoring?

16. Key Characteristics of a Partnership-based
Mentoring Model: Internal and External to the Relationship
Co-ordination of
Participation is Voluntary
Mentoring Program
Training for
Partners in Mutual Growth Mentors & Protégés
Mentors & Protégés Ongoing Mentor
Make Time Support
Confidential Relationship Thoughtful Pairing
Non-Supervisory Across All
Relationship Organizational Levels
Learning Projects Benefits Promoted

17. Developmental Stages of Mentoring
Partnerships: Three Stages
Stage 1: Orientation – Getting to know each other
Stage 2: Development – Building & Maintaining Trust
Stage 3: Separation – The parting of the ways

18. Developmental Stages of Mentoring
Partnerships: Three Stages - Stage 1 - Orientation

19. Developmental Stages of Mentoring
Partnerships: Three Stages - Stage 2 - Development

20. Developmental Stages of Mentoring
Partnerships: Three Stages - Stage 3 - Separation

21. Key Characteristics of a Partnership-based Mentoring
Model & the Principles of Adult Learning
Principle of Adult Learning Implications for a Partnership-based Approach to Mentoring
Principle 1:
Adults are relevance-
orientated in their learning
Principle 2:
Many adults prefer to direct
their own learning
Principle 3:
Experience is the richest
resource for advanced learning

22. Key Characteristics of a Partnership-based Mentoring
Model & the Principles of Adult Learning
Principle of Adult Learning Implications for a Partnership-based Approach to Mentoring
Principle 4:
Adult learning is facilitated
more effectively when adults
work within an informal and
collaborative setting
Principle 5:
Individual differences among
adult learners increase with
age and experience.

23. Matching Mentor–Protégé Styles
STAGE 1
Learners of Low
Self-Direction:
Coaching Learners
STAGE 4 The Staged Self-Directed STAGE 2
Learners of High Learners of Low
Self-Direction:
Learning Model Moderate
“Delegating” Learners (Grow, 1991) Self Direction
STAGE 3
Learners of
Intermediate
Self-Direction:
“Facilitating” Learners

24. The Staged Self-Directed Learning Model
Application
S4: Severe Mismatch
Self-Directed Students resent
authoritarian teacher
Mismatch Near Match Match
Learner
S3:
Involved Mismatch Near Match Match Near Match
Learner
S2:
Interested Near Match Match Near Match Mismatch
Learner
S1: Severe Mismatch
Dependent Match Near Match Mismatch Students resent
freedom they
Learner are not ready for
T1: T2:
T3: T4:
Authority Salesperson,
Facilitator Delegator
Expert Motivator
Source: Grow (1991)

25. Theme 2:
The Mentor in
Partnership-based
Mentoring

26. Key Mentor Attributes: Personal Reflection
• Think back over your experience and your interactions
with your work colleagues. Do any of your work
colleagues come to mind? Who really made a positive
difference in your working life?
• What was it that made each of these colleagues an
effective mentor? What did these important people
have in common?
• What might your experiences with these colleagues
teach you about how you want to be as a mentor?

27. Key Mentor Attributes: Four Key Attributes
Openness
The mentor should be able to ‘open up’ to the protégé.
Nurturing
The mentor should have the capacity to nurture the protégé.
Sharing
The mentor should have a propensity for sharing power within a partnership.
Caring
The mentor should be positively disposed to caring for the protégé. Care is at the
heart of any mentoring partnership.

28. Key Mentor Competencies: Six Broad Competencies
• Relationship Emphasis
• Information Emphasis
• Facilitative Focus
• Confrontive Focus
• Mentor Model
• Protégé Vision

29. Key Mentor Competencies: Relationship Emphasis
Meaning
Conveys through active, empathetic listening a genuine
understanding and acceptance of the protégés’ feelings
Purpose
To create a psychological climate of trust which allows protégés to
honestly share and reflect upon their personal and professional
experiences (positive and negative) as adult learners

30. Key Mentor Competencies: Facilitative Focus
Meaning
Guides protégés through a reasonably in-depth review of and
exploration of their interests, abilities, ideas, and beliefs.
Purpose
To assist protégés in considering alternative views and options
while reaching their own decisions about attainable personal,
academic, and career objectives.

31. Key Mentor Competencies: Confrontive Focus
Meaning
Respectfully challenges protégés’ explanations for or avoidance of
decisions and actions relevant to their development as adult
learners.
Purpose
To help protégés attain insight into unproductive strategies and
behaviours and to evaluate their need and capacity to change.

32. Key Mentor Competencies: Mentor Model
Meaning
Shares life experiences and feelings as a ‘role model’ with protégés
in order to personalize and enrich the relationship.
Purpose
To motivate protégés to take necessary risks, to make decisions
without certainty of successful results, and to overcome difficulties
in the journey toward educational and career goals.

33. Key Mentor Competencies: Protégé Vision
Meaning
Stimulates protégés’ critical thinking with regard to envisioning their
own future and developing their personal and professional potential.
Purpose
To encourage protégés as they manage personal changes and take
initiatives in their transitions through life events as independent
adult learners.

34. Key Mentor Competencies: Information Exchange
Emphasis
Meaning
Directly requests detailed information from and offers specific
suggestions to protégés about their current plans and progress in
achieving personal, educational, and career goals.
Purpose
To ensure that advice offered is based on accurate and sufficient
knowledge of individual protégés.

35. Key Mentor Functions:
Five Key Functions

36. Key Mentor Functions: “The Footbridge””

37. Key Mentor Functions: “The Footbridge””
Juscelino Kubitschek bridge in Brasilia, Brazil.
Primitive suspension bridge over the
River Astore, Pakistan
Sydney Harbour Bridge Discovery

38. Key Mentor Functions:
Five Key Functions - Relationship Building
The mentor should build and maintain a professional
relationship with the protégé. This partnership should be based on
mutual trust, openness, honesty, respect, and a willingness to work
together. ‘Relationship building’ provides a solid foundation for the
other mentoring functions and indeed the partnership in general.

39. Key Mentor Functions:
Five Key Functions - Coaching
Coaching is the process of assisting the protégé to operate
successfully within the workplace through 'passing on' and/or
modeling vital professional knowledge, skills and values. As
coach, the mentor creates new learning experiences for the
protégé by sharing or modeling expertise, and by assisting the
protégé to understand how the organization/branch/unit/team
operates.

40. Key Mentor Functions:
Five Key Functions - Facilitating
Prompting Reflection
Resource Person

41. Key Mentor Functions:
Five Key functions – Facilitating – Prompting Reflection

42. Key Mentor Functions:
Five Key Functions - Counselling
Counselling is the process of helping the protégé work through her/his
own professional problems and issues with a view to resolution. As
counsellor, the mentor serves as a sounding board when the protégé is
faced with an issue or problem. The mentor often assists the protégé to
see the issue from different perspective(s).

43. Key Mentor Functions:
Five Key Functions - Sponsoring
Sponsoring requires that the mentor act as an advocate for the
protégé. As sponsor, the mentor protects, supports and promotes the
protégé in the workplace.

44. Theme 3:
The Coaching Cycle

45. Overview of the Cycle
The Five Steps to Mentoring on the Job
DETERMINE
THE NEED
EXPLAIN
FEEDBACK DEMONSTRATE
PRACTICE

46. Giving Feedback: Some Basic Principles
• couched in terms of objectives.
• specific rather than general (based on first-hand data,
actions, and behaviour, not on the person or speculation
about his or her intentions) and validated through
agreement from other observers when possible.
• presented as a method of enhancing professional
development rather than as “discipline” for inadequate
performance.

47. Giving Feedback: Some Basic Principles continued
• consider timing of feedback and amount of feedback offered.
• solicit strengths and shortcomings from the protégé.
• use actual examples and use non-judgmental language.
• use a sandwich approach – a negative wrapped in two positives
• support protégés in turning negative situations into
constructive challenges.
• check protégé understanding – by way of summary.

48. Theme 4:
Learning Projects

49. Learning Projects:
Focusing the Relationship
Diagnosing
Four Key Stages Professional
Development
Needs
Specifying Formulating
Evidence of Learning
Accomplishment Goals
Deciding on
Strategies
and Resources

50. Learning Projects: Focusing the Relationship
Four Key Stages: Diagnosing Professional Development Needs
Key Question(s) for
Outline of Stage
protégés
Stage One When diagnosing professional What professional needs do I
Diagnosing needs protégés endeavour to the have?
Professional determine gaps between where
Development they are at the present time and Which needs should be addressed
Needs where they would like to be in through this learning project?
relation to a particular set of
professional competencies. It
would be unwise to try to address
all professional development needs
within the one learning project —
so it is recommended that protégés
work with their mentors to prioritize
their learning needs.

51. Learning Projects: Focusing the Relationship
Four Key Stages: Formulating Learning Goals
Key Question(s) for
Outline of Stage
protégés
Stage Two Each of the professional What should I be able to do as a
Formulating development needs to be result of my participation in this
Learning addressed by the learning learning project?
Goals project is written up as a
separate learning goal.
Learning goals describe what
the protégé will learn, as
opposed to how it will be
learned. The lead in stem "On
completion of this learning
project, I will be able to ...." is
used for each learning goal.

52. Learning Projects: Focusing the Relationship
Four Key Stages: Deciding on Strategies and Resources
Key Question(s) for
Outline of Stage
protégés
Stage Three This stage features a description of What strategies or learning
Deciding on how each learning goal will be experiences are planned to assist me
Strategies and accomplished (for example, to achieve these learning goals?
Resources through interviewing a colleague,
through attending a professional
development course, through a
coaching session with the mentor,
through professional reading, etc.)
In addition, resources (both human
and material) to be used as part of
the strategy, need to be recorded.

53. Learning Projects: Focusing the Relationship
Four Key Stages: Specifying Evidence of Accomplishment
Key Question(s) for
Outline of Stage
protégés
Stage Four In specifying evidence of What will be accepted as evidence
Specifying accomplishment, the protégé that I have achieved each learning
Evidence of records the evidence that will be goal contained within the learning
Accomplishment collected (for example, brief oral project plan.
presentation to mentor, journal
entry, demonstration, etc.) to
indicate the degree to which a
given learning goal has been
achieved. In specifying evidence of
accomplishment, emphasis should
be placed on the use of simple but
effective techniques for validating
learning as opposed to strategies
which place an unnecessary burden
on the protégé’s time.

54. Learning Projects: Focusing the Relationship
Four Key Stages: Diagnosing Professional Development Needs
Learning Project Title
Duration:
Learning Goals On completion of this project I will be able to:
Strategies & Resources I will:
Evidence of I will:
Accomplishment

55. Theme 5:
Benefits

56. Benefits of Mentoring:
Benefits for Protégés, Mentors & the Organisation and
Organisations
Protégé Mentor Organisation

57. Key Points of Learning
•
•
•
•
•
•
•

58. Alphabetical List of Readings
Burgstahler, S. & Cronheim, D. (2001). Supporting peer-peer and mentor-protégé
relationships on the internet. Journal of Research on Technology in Education, 34(1),
pp. 59-74.
Carruthers, J. (1993). The Principles and practice of mentoring. In B.J. Caldwell &
E.M.A. Carter (eds.) The return of the mentor: Strategies for workplace learning.
London: The Falmer Press.
Fawcett, D.L. (2002). Mentoring – What it is and how to make it work. Aorn Journal,
75(5), pp. 950-954.
Fritts, P.J. (1998). Chapter 2: The new mentoring relationship. In ‘The new managerial
mentor: Becoming a learning leader to build communities of purpose.’ Palo Alto, CA:
Davies Black.
Higgins, M.C. & Kram, K.E. (2001). Reconceptualizing mentoring at work: A
developmental network perspective. Academy of Management Review, 26(2), pp. 264-
288.
Hines, A. (2001). Investigating adult metacognition through mentoring. Paper
presented at the Australasian Human Development Conference held at the University of
Queensland, Australia from 2nd-4th July 2001.
Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review.
Review of Educational Research, 61(4), pp. 505-532.

59. Alphabetical List of Readings
MacCallum, J. & Beltman, S. (2003). Mentoring young people in Australia. In F. Kochan
& J. Pascarelli (eds.) Reconstructing context, community and culture through mentoring:
Global perspectives. Greenwich, CT: Information Age Publishing.
Murray, M. (1991). The mentor’s motivation and concerns. In ‘Beyond the myths and
magic of mentoring: How to facilitate an effective mentoring program’. San Francisco:
Jossey-Bass Publishers. O’Neill, R.M. & Blake-Beard, S.D. (2002). Gender barriers to the
female mentor – male protégé relationship. Journal of Business Ethics, 37, pp. 51-63.
Ritchie, A. & Genoni, P. (2002). Group mentoring and professionalism: A programme
evaluation. Library Management 23(1/2), pp. 68-78.
Schatz, P.E., Bush-Zurn, T.J., Ceresa, C. & Caldwell Freeman, K. (2003). California’s
professional mentoring program: How to develop a statewide mentoring program.
Journal of The American Dietetic Association, 103(1), pp. 73-76.
Schrodt, P., Stringer-Cawyer, C. & Sanders, R. (2003). An examination of academic
mentoring behaviors and new faculty members’ satisfaction with socialization and tenure
and promotion processes. Communication Education, 5(1), pp. 17-29.
Wales, S. (2003). Breaking barriers in business: Coaching women for career
advancement in the United Kingdom. In F. Kochan & J. Pascarelli (Eds), Global
perspectives on mentoring: Transforming context, community and culture (pp.141-152).

60. Leadership
Development
Sensemaking and Relating
5 July 2010
Facilitated by: Amanda McStay,
Academic Director, Murdoch Business School

61. Session Plan
Good leader/manager
Early leadership theories - quick overview
Distributed Leadership:
What it is
Focus on:
Sensemaking
Relating
Activities to highlight your own style

62. What makes a good leader?
TIME
?

63. Manager Leader
Adapted from Daft
(2005)
Plans and budgets Creates vision, culture,
Eye on values
....................... Eye on ......................
Directs and controls Helps others grow
...................... ......................
boundaries boundaries
Focuses on objects – Focuses on people –
produce/sell inspires
Acts as ...................... Acts as ......................
Maintains stability Creates change
Creates culture of Creates culture of
................... ...................

64. Leadership Traits Studies
Stogdill Mann Stogdill Lord, Kirkpatric
(1948) (1959) (1974) DeVader k
& Alliger & Locke
(1986) (1991)
Alertness Adjustment Achievement Dominance Confidence
Intelligence Conservatis Cooperation Intelligence Cognitive
m ability
Initiative Influence Masculinity
Dominance Drive
Insight Initiative
Extroversion Integrity
Persistence Insight
Intelligence Motivation
Responsibilit Persistence
y Masculinity Task
Responsibilit
knowledge
Self- y
confidence
Self-
Sociability confidence
Sociability

65. low Concern For People
high
1 2 3 4 5 6 7 8 9
1
2
compresourcesinc.com
Palm Valley
3
4
9
5
Photosearch.com
6
(Blake & Mouton, 1964)
7
8
Behavioural: Leadership Grid
wpclipart.com blogs.msdn.com

66. Situational
Leadership
Hersey &
Blanchard
4 leader styles
4 employee
styles

67. LASI – example questions

68. Transactional
leadership
Exchange relationship:
“Transaction” = organisation pays staff
in return for effort and compliance.
= economic, social or psychological trading.
Common organisational style.
Staff “obey”.
Leader “punishes”. C.A.
Focus on short-term tasks.
Creative work?
Job satisfaction?

69. Transformational: The 4 “I”s
graphicsfactory.com
fotosearch.com
Ind___________ Ins___________
clipartheaven.com
my.opera.com
Id____________ Int___________

70. The P ………………..…
(sheep)
Positive:
Seldom resists.
Relies on leader’s judgment and thinking.
Negative:
Just puts in their time, little else.
Requires a lot of supervision.
Believes that:
The organisation doesn’t want their ideas.
The leader will do what he/she wants anyway.

71. The C………………..…
(yes people)
Positive:
Accepts assignments easily from leader.
Seeks to minimise conflict.
Negative:
Lacks own ideas.
Unwilling to make unpopular decisions.
Believes that:
Following established order is more important than
outcomes.

72. The P……………..…
(survivor/bureaucrat)
Positive:
joshuadelung.blogspot.com
Keeps things in perspective.
Plays by rules and regulations.
Negative:
Plays political games.
Covers their tracks - risk averse.
Believes that:
Should try to avoid uncertainty and instability.

73. The A ………………..…
(cynic)
Positive:
Maverick - thinks for self - potential innovator.
Plays devil’s advocate.
Negative: clker.com
Troublesome, cynical.
Not a team player. Extreme cases = saboteur
Believes that:
Their leader does not recognise or utilize their
talents.

74. The E ………………..…
(star)
Positive:
appling.k12.ga.us
Contributes above and beyond.
Does not follow blindly.
Negative:
Highly idealistic - can suffer disillusionment.
Burnout.
Believes that:
Their contribution is important … even essential.

75. Followership
CRITICAL
THINKING
(INDEPENDENT)
clker.com
PASSIV ACTIVE
E
joshuadelung.blogspot.com
UNCRITICAL
THINKING

76. DISTRIBUTED LEADERSHIP
Creating a compelling vision of the
future
Making sense of Developing productive
the relationships and
world around us networks
within/across
organisations
Creating new ways of working
together
to realise the vision
Your own unique way of making change happen

77. Sensemaking – what do you
see?

78. Question
Do you believe everyone
deserves an equal
chance?

79. What did you
see?

80. Espoused theory
To improve your ability to communicate,
first start with yourself.
Easy to say/think one thing
(espoused theory),
then use opposite theory to act
(theory-in-use).
Be aware of:
What you say VS what you do
clipartof.com

81. Relating
msnbc.msn.co
m
WHO? / JOBS?
VERBS to describe communication
style?
eg. tell / ask

82. Relating
Assert
TELL GENERATE
hig Bystand
h Here’s what I say, never mind why! Clarify
BAD
Dialogue
Dictate
ADVOCAC
Discuss Pretends to be open, but sneaky, self-
serving
Explain and maintains own view. BAD
Interrogat Why do you think this?
e Why can’t you see you’re wrong?
Y
Interview BAD
Politic
Sense
Check out. Don’t pay attention. Test
BAD
Withdraw
OBSERVE ASK
low INQUI Senge et al 1994, p254 hig

83. Balancing
advocacy
with inquiry
Nothing wrong with drawing inferences and conclusions:
necessary in order to act and thus live.
But... we must:
Inquire of others.
Deal in facts.
Understand our own tendencies
(defensiveness/stereotyping).
Assess merit of others’ positions.
Change our own views if needed.

84. The Great Debate:
Activity
Background:
Smelting and Refining Company - pollution.
Task:
Piece of paper with your role and background info.
Meet individually and find out about each other.
(Speaking only, do not show papers.)
Then - group discussion, inquire / advocate (as
appropriate)
to find group solution to problem.
Aims:
Apply communication skills of inquiry vs advocacy.
Apply effective problem solving skills.
Think outside box for common solution.

85. The Great Debate:
Reflection
How did you feel as an advocate/inquirer?
Did your opinion change as you received more
info?
Did you have any biases or assumptions?
How strong was your defensive reasoning?
Were you happy with the outcome?

86. Recap

87. Early theories of leadership
Participa Sel
te l
blog.iqmatrix.com
Delegat Tel
e l

88. Distributed Leadership

89. “We must become the change
we want to see.”
M. K. Gandhi
THANK YOU
for being a great
audience