The SAGE Handbook of Mentoring

David A. Clutterbuck, Frances K. Kochan, Laura Lunsford, Nora Dominguez, Julie Haddock-Millar, David A. Clutterbuck, Frances K. Kochan, Laura Lunsford, Nora Dominguez, Julie Haddock-Millar

• Publisher: SAGE Publications Ltd
• Year: 2017
• ISBN:
  9781526419125
• Edition: 1
• Topic: Psychology
• Subtopic: Psychotherapy Counselling
• Index: Psychology

The SAGE Handbook of Mentoring provides a scholarly, comprehensive and critical overview of mentoring theory, research and practice across the world. Internationally renowned authorsmap out the key historical and contemporary research, before considering modern case study examples and future directions for the field. The chapters are organised into four areas:

• The Landscape of Mentoring
• The Practice of Mentoring
• The Context of Mentoring
• Case Studies of Mentoring Around the Globe

This Handbook is a resource for mentoring academics, students and practitioners across a range of disciplines including business and management, education, health, psychology, counselling, and social work.

1 Introduction

David A. Clutterbuck

Frances Kochan

Laura Gail Lunsford

Nora Dominguez

Julie Haddock-Millar

The concept we call mentoring has been around for thousands of years. Yet, only in the past 35 years, with the widespread emergence of mentoring programmes (as opposed to ad hoc individual, informal mentoring relationships) has this phenomenon attracted significant attention from researchers, policy-makers, wider professional bodies and employer organisations. In that short period, mentoring has evolved into multiple forms and affected every branch of society from education to sport, from business to the military and from the highly privileged and economically powerful to the desperately underprivileged and disempowered. Mentoring has become an essential vehicle for change in all of these areas, positively affecting the lives of tens of millions of people.

This book attempts to reflect the diversity of perspectives on mentoring from an international lens. Our aim is to help the many stakeholders in mentoring better understand underlying foundations, the definitions, the practice and the evidence for how and why mentoring works, how it can best be encouraged and supported and future possibilities for its development, implementation and study. We present this evidence in two main forms. First, in the form of scholarly analysis of the literature relating to common themes and issues in mentoring. Second, we present case studies that illustrate how mentoring programmes and relationships evolve and function in a wide variety of environments.

A useful way of looking at mentoring is to view it through the following lenses:

• Mentoring philosophy relates to the mental constructs, values and assumptions that define our expectations of a mentoring relationship. These appear to be shaped by many factors, in particular, by culture and powerful interest groups within cultures. For example, in Kochan and Pascarelli's (2003) review of mentoring programmes funded by state or national governments, aimed mainly at disadvantaged or excluded groups, found that culture appears to have an impact on 'how projects were funded, their purposes, and the level of control exerted over them by the funding source’ (2003: 418).
• Mentoring context relates to the sphere of activity in which mentoring takes place. Principal amongst these are education, business and the professions, societal change and sport. In any given context, there are multifaceted dimensions that influence the way in which mentoring is perceived, supported and delivered (Allen et al., 1997; Janssen et al., 2015; Jones and Corner, 2012; Kram and Yip, 2011).
• Mentoring application or practice relates to the particular group of people, within a given context, who are designated as the intended beneficiaries of mentoring and the expected outcomes. This may, of course, include both mentors and mentees, as mentors tend to learn from the relationship as well (Ghosh and Reio, 2013).
• Mentoring dynamics refers to what happens within the mentoring relationship. Clearly, these dynamics will be influenced by the previous three lenses, but researchers have attempted to extract generic patterns of the evolution of an effective mentoring relationship. Themes relevant to this lens include how mentor and mentee initiate the relationship and build rapport (or fail to do so), the degree of mutual respect, the processes of knowledge sharing and giving advice, the role of the mentor as role model and how mentor and mentee move on from the relationship once it has run its course (Clutterbuck, 1984, 2004; Haddock-Millar et al., 2015; Lunsford, 2016a, 2016b; Missirian, 1982).
• The mentoring conversation is about the nature and structure of the learning dialogue. Generally less well researched than the mentoring dynamics, this topic relates to how the mentor helps the mentee with the quality of their thinking through insight-provoking questions and a conversation structure that holds back from problem-solving until mentor and mentee have explored sufficiently just what the problem really is. Several scholars have identified a set of skills for mentors based on the mentors’ ability to engage the mentee in reflective learning leading to change (Brockbank and McGill, 2006; Rodenhauser et al., 2000).
• The mentoring programme provides the structure within which mentoring relationships can be created and supported. Studies have examined issues of programme design, programme management, measurement of outcomes, selection and matching of participants and the influence of organisational environment or culture and the role of key stakeholders within the programme (Cranwell-Ward et al., 2004; Eby et al., 2008; Klasen and Clutterbuck, 2002; Merrick, 2009).

Mentoring Philosophy

As noted in a number of the chapters in this book, mentoring traces its origins in Greek mythology, some 4,000 years ago. While modern philosophies of mentoring derive from the dialogues between Odysseus and the Goddess Athena (and subsequently between Athena and Odysseus’ son, Telemachus), it is easy to forget that the world in which Homer and his (or her – no-one knows for sure!) characters existed was a very different place from ours. It was one where slavery, horrific violence and bloodlust were the norm. Thus, we need to exercise great care in how we interpret and draw legitimacy for more modern interpretations of mentoring from ancient history.

Athena was a complex character. It is perhaps not surprising that different cultures have chosen to emphasise different characteristics of her role as mentor. In North America, where the formalisation and corporatisation of mentoring appears to have begun in the early 1980s, researchers and practitioners seized upon her role as the protector and champion of Odysseus and his son – hence the use of the term protégé (someone who is protected). Athena had a cloak of invisibility (an aegis), which she used to shield Odysseus from his enemies. Thus, the concept of a mentor as a more senior, more powerful person, who uses their influence on behalf of a more junior favourite, is deeply embedded in US literature, research and practice. We see here echoes of Athena's role as Goddess of Martial Arts – heroic, action-oriented and potent.

In Europe, and especially northern Europe, the emphasis has been upon a different aspect and role of Athena – her primary persona as the Goddess of Wisdom. In this role, Athena engages in learning dialogue with Odysseus and Telemachus, causing them to reflect upon and learn from their experiences and develop wisdom of their own. She is both philosopher and sage, raising their self-awareness...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Contents
• List of Figures
• Illustration List
• Notes on the Editors and Contributors
• Acknowledgements
• 1 Introduction
• PART I The Landscape of Mentoring: Past, Present, and Future
• 2 Philosophical Origins of Mentoring: The Critical Narrative Analysis
• 3 Critical Issues on Democracy and Mentoring in Education: A Debate in the Literature1
• 4 Critical Issues in Mentoring Research
• 5 A Research Analysis of the Underpinnings, Practice, and Quality of Mentoring Programs and Relationships
• 6 Developmental Networks: Enhancing the Science and Practice of Mentoring
• 7 Ethical Considerations for Mentors: Toward a Mentoring Code of Ethics
• 8 New Horizons for Mentoring Research: Exploring the Present and Past to Frame the Future
• PART II The Practice of Mentoring
• 9 The Effective Mentor, Mentee and Mentoring Relationship
• 10 The Mentoring Cycle
• 11 Working with Goals in Mentoring
• 12 Design of Effective Mentoring Programmes
• 13 A Case Study of the Operations and Perceived Attributes of Successful Multi-Country Mentoring Programmes
• 14 Organizational Contexts: Aligning Individual and Organizational Outcomes
• 15 Measuring the Effectiveness of Mentoring Programmes
• 16 The Role of the Mentoring Programme Co-ordinator
• 17 Supervision of Mentoring
• 18 Keeping Emotions IN It: Emotionally Intelligent Mentoring
• PART III The Contexts of Mentoring
• 19 Mentoring Disadvantaged Youth
• 20 Mentoring in Higher Education
• 21 The Terrors of Judgementoring and the Case for ONSIDE Mentoring for Early Career Teachers
• 22 Mentoring Newcomer Immigrants: Tactics of and Recommendations for Successful Mentors
• 23 Race, Gender and Mentoring in Higher Education
• 24 Mentoring Diverse Populations
• 25 Mentoring Executives at the Workplace: A View of Practice and Research
• 26 Early Career Faculty Mentoring: Career Cycles, Learning and Support
• 27 Mentoring in Educational Leadership for Organizational Transformation
• 28 Mentoring in the Military1
• 29 An Historical Exploration of the Research and Practice of Familial Mentoring
• 30 eMentoring: Computer Mediated Career Development for the Future
• PART IV Case Studies of Mentoring Around the Globe
• 31 Ubuntu and Transformational Mentoring in South Africa: 7 Principles of a Culturally Integrated Mentoring Response
• 32 E-Mentoring Women in Resources: Lessons Learned from an Australian Programme
• 33 Mentoring Novice Teachers: An Online Experience in Brazil
• 34 Mowgli Foundation – Mentoring to Empower Entrepreneurial and Economic Development
• 35 Rhea Challenge Mentoring Learning Alliance Program for Female Entrepreneurs in Finland
• 36 Intercultural Relationships and Mentoring: The Italian Air Force on an Afghanistan NATO Training Mission, Shindand
• 37 The Virtual M¯aori Mentoring Programme, Massey Business School, New Zealand
• 38 Statoil Mentoring Program for Leaders in Projects
• 39 A Case Study of Mentoring in a Military Context
• 40 Sanofi Aventis Case Study, Poland
• 41 The WomenWinWin Mentoring Programme (WWWMP), Portugal
• 42 Youth Business International
• 43 Mentoring in Music and the City: A Comparison of Schemes for City Businesswomen and High-Performing Early-Career Professional Musicians
• 44 Mentoring Irish Rugby Players for Life After Rugby
• 45 Peer Mentoring: A Powerful Tool to Accelerate the Learning Experience
• 46 A Multi-Country Mentoring Programme across Eurasia with Anadolu Efes
• 47 Mentoring Women in Canada's Financial Sector
• 48 Coaching and Mentoring Doctors and Dentists – A Case Study
• 49 Swarovski Case Study
• 50 Mentoring across an Industry – the Recruitment Industry in Australia and New Zealand
• 51 Commonwealth of Australia Statutory Authority
• 52 UCLan, Centre for Volunteering and Community Leadership: Mentoring Practice
• 53 The Bacchus Mentoring Scheme: Enhancing the Alumni and Student Experience
• 54 How Might Mentoring Work? Starting to Lift the Lid on the Black Box
• 55 Crossing Thresholds Career-Mentoring Programme for Women in the UK Civil Service
• 56 A Self-Managed Mentee-Led Mentoring Programme for Vodafone Turkey
• Index