Bridging Differences for Better Mentoring

Lean Forward, Learn, Leverage

Lisa Z. Fain, Lois J. Zachary

• Publisher: Berrett-Koehler Publishers
• Year: 2020
• ISBN:
  9781523085910
• Edition: 1
• Topic: Business
• Subtopic: Mentoring & Coaching
• Index: Business

This first comprehensive guide to helping mentors and mentees bridge gaps between and among cultures—a growing issue in today's diverse workplace—is coauthored by the founder and CEO of the Center for Mentoring Excellence. As the workplace has become more diverse, mentoring has become more challenging. Mentors and mentees may come from very different backgrounds and have limited understanding of each other's cultures and outlooks. But mentoring remains the most powerful tool for creating meaningful relationships, furthering professional development, and increasing engagement and retention. Younger workers and emerging leaders in particular are demanding it. Lisa Z. Fain and Lois J. Zachary offer a timely, evidence-based, practical guide for helping mentors develop the level of cultural competency needed to bridge differences. Firmly rooted in Zachary's well-known four-part mentoring model, the book uses three fictional scenarios featuring three pairs of diverse mentors and mentees to illustrate how key concepts can play out in real life. It offers an array of accessible tools and strategies designed to help you increase your self-awareness and prepare you to embrace and leverage differences in your mentoring relationships. But beyond tips and techniques, Fain and Zachary emphasize that authenticity is the key—the ultimate purpose of this book is to help the mentor and mentee make a genuine connection and learn from each other. That's when the magic really happens.

PART 1

LEAN FORWARD into DIFFERENCES

Meet Mia and Christopher

At age thirty-five, Mia had been an associate at Farmer, French and Fowler LLP (F3) for five years. As far as Mia was concerned, her becoming partner couldn’t happen fast enough. After graduating magna cum laude from college, she had worked as an executive recruiter for four years to save as much money as she could before applying to law school. She excelled in law school and fielded offers from top law firms across the country.

Of all the firms she interviewed with, F3 offered the best opportunity to build a labor and employment (L&E) practice. Its L&E practice was indisputably among the best in the United States. She was excited by the chance to work with top-tier clients as well as the possibility that she could work in any of the firm’s twenty-three offices around the globe.

Mia had spirit and drive and boundless enthusiasm. She had success written all over her. She knew it and everyone around her knew it—including Christopher, her mentor. Mia was grateful that she had been assigned Christopher, a highly respected senior partner with a large book of business, and was looking forward to working with him. She was counting on him to help her shape her career and figure out what she needed to do to position herself to become an F3 partner when she became eligible in a few years.

Christopher grew up in Amsterdam, in the Netherlands, and had a short but successful career in international business before moving to New York in his early thirties. He’d earned his JD/MBA at Columbia University and come to F3 upon his graduation from law school. He quickly earned a reputation as a great litigator and, due to his business connections and easy nature, he moved steadily up the ladder. Now, at fifty-eight, he was confident, comfortable, and very successful.

When Christopher learned that Mia had been assigned to be his mentee, he was pleased, but he did have some reservations. He didn’t know her well, but he was aware that she was smart, a go-getter, and always dressed for success. Christopher hadn’t mentored a woman before, but his two grown daughters’ experiences and activism in the #MeToo movement had made him particularly sensitive to gender issues, and he wondered if Mia might have been better paired with one of the firm’s female partners instead.

Christopher checked in with Casey, F3’s managing partner. “Why Mia?” he asked. Casey explained that the matches had all been made based on learning fit. Mia had the grit and potential to become a superstar. The team felt that the skills, knowledge, and relationships she needed to build aligned perfectly with Christopher’s skills, knowledge, and experience. Christopher was still feeling a bit out of his element as he saw her walking toward his office for their first meeting. “Right on time—that’s a good start,” he thought, and breathed a little easier.

ONE

Building the Framework for Mentoring across Differences

When Mia and Christopher met for the first time, they were immediately struck by the ways in which they were not alike: gender, age, self-expression, and power differential within the organization. You will likely observe substantial differences between you and your mentoring partner. Some things (like ethnicity, race, and gender) may be easy to see; and some things (like values, motivation, and background) are not so visible. Often, we make unconscious assumptions about the meaning of what we see, and those assumptions may be incorrect because ethnicity, race, and gender are not always obvious and don’t always follow an archetype. Nonetheless, each element of identity, and the assumptions that we make about them, affect how we view the world and how we view our mentoring partner.

When mentoring partners focus too much on differences, or when they can’t relate across the differences, the result is fragmentation and judgment. Although it is tempting, and perhaps more comfortable, to focus on what we have in common with someone else, this can discourage authenticity, exclude the things you may learn if you pay attention to differences, and lead to other problems. The first question most people ask themselves when seeking to connect with a new person is, “What do we have in common?” In general, people connect based on commonality, which can give ground to build relationships. But when we are so focused on commonality, differences are ignored or even judged. Unconsciously, we create groupthink; and those who do not share the group’s commonalities feel devalued, excluded, and discouraged from sharing differing ideas and opinions. Often, those of us who are excluding, however inadvertently, have no idea this is happening.

A multiplicity of factors make up our identity, shape the way we look at things, and impact our actions and our behavior. In mentoring (and in life in general), the idea is not to accentuate, avoid, or judge the ways we are different from one another but to honor those differences by balancing commonalities and differences. When we understand and appreciate the differences between us, we can leverage them to improve our conversations, deepen our learning, and spur creative thinking. When we see our partners through the lens of cultural competency, we enhance the relationship between mentor and mentee and boost mentoring outcomes.

What Is Mentoring?

We define mentoring as “a reciprocal learning relationship in which a mentor and mentee agree to a partnership where they work collaboratively toward achievement of mutually defined goals that will develop a mentee’s skills, abilities, knowledge and/or thinking.” This description is packed with a good deal of meaning for our work here. We focus on four key concepts that relate most closely to bridging difference in a mentoring relationship: reciprocal, learning, relationship, and partnership.

Mentoring Is Reciprocal

One of the most beneficial aspects of mentoring is its inherent reciprocity. When reciprocity is present, both mentor and mentee fully engage in the relationship. If the relationship is truly working, there is a big payoff for both parties. Perspectives expand, and each person gains new insight into where their mentoring partner is coming from. Each has specific responsibilities, contributes to the relationship, and learns from the other. Reciprocity is essential to effective mentoring, and the degree to which mentors mutually benefit from it is often surprising to both mentoring partners.

Mentoring Involves Learning

Mentoring, at its very core, is a learning relationship: learning is the purpose, the process, and the product of a mentoring relationship.³ Mentees must come to the relationship as learners, and mentors must view themselves as learning facilitators and as learners. When both partners have a learning mindset, there is no failure. Rather, each encounter with difference and misunderstanding is an opportunity to learn from one another, to course correct and build on our new understandings. When mentors are open to learning, they often learn as much as (if not more than) their mentees.

Mentoring Requires a Strong Relationship

Effective mentoring requires a strong relationship between mentoring partners. From the very start, mentor and mentee must begin to build a relationship that is open and trusting and to honor each other’s uniqueness. This doesn’t happen overnight. Give your relationship time to develop and grow. It is the mentor’s responsibility to create a safe and trusting space that enables a mentee to stretch and step outside their comfort zone, take risks, and show up authentically. It is the mentee’s responsibility to be willing to take these risks, engage with their mentor, and ask for what they need. Both partners need to work at establishing, maintaining, and strengthening the relationship through time.

Mentoring Is a Partnership

Even though the mentor may be higher on the org chart than the mentee, a mentoring relationship is a partnership. Mentoring partners need to establish agreements that are anchored in a bedrock of trust. Trust is predicated on respecting your mentoring partner for who they are and understanding their needs. You are going to need to continuously work at building and strengthening your relationship and holding each other accountable for results. That is what strong partnerships do, and they do it well.

Mentoring is always a collaborative endeavor. Mentor and mentee work together to establish a successful relationship, achieve the mentee’s goals, and make mentoring a win-win for both partners. Together they build the relationship, share knowledge, and come to consensus about the focus of the mentee’s desired learning, and they actively engage with one another to achieve it.⁴

The Mentoring Cycle

Mentoring relationships travel through a predictable four-phase cycle, each building on the one before it to create a fluid developmental sequence: preparing, negotiating, enabling growth, and coming to closure. Being able to anticipate each phase, knowing where you are in the process, and understanding what each phase offers in terms of learning and growing with your mentoring partner, makes your work together more productive and builds a strong foundation for your partnership to succeed. This mentoring framework, which Lois presented in The Mentor’s Guide, combines good mentoring practice with what we know about how adults learn best.⁵

FIGURE 1.1 The Mentoring Cycle

Figure 1.1 shows the four phases of the mentoring cycle. We refer to these phases throughout this book. There is no set time for getting through this cycle; the length of each phase varies depending on the mentoring relationship. The two-way arrows between each phase indicate that the phases are fluid: mentoring partners sometimes need to revisit an earlier phase in the cycle in order to move forward. In this chapter we follow Christopher and Mia’s journey as they begin phase 1 of their mentoring partnership.⁶

In the hundreds of conversations we’ve held with mentors and mentees, we’ve found that successful partnerships—those that can point to significant learning or progress—take care to follow these phases, often revisiting steps as needs and goals change.⁷ Positive movement through each phase rests on successful completion of specific behaviors and processes. Have faith in the process and be patient.

Phase 1. Preparing

Preparing has two parts: preparing yourself as mentor or mentee and then preparing the relationship. Preparing yourself is critical, yet it is frequently overlooked. Most folks just step into mentoring and gear up when they first meet their mentoring partner. Maybe they look over their partner’s CV and get some background info about the person. But just as you might get your thoughts together before making a presentation, the better way to mentor is to prepare yourself before you engage in your mentoring relationship.

The second part of preparing—preparing the relationship—focuses on the kickoff conversation you engage in with your mentoring partner. Mia and Christopher, whom you met earlier, are just embarking on their mentoring relationship. They haven’t scratched the surface of it yet, let alone begun to bridge differences. What you read in the mentoring story before this chapter represents everything Mia and Christopher know about each other, and it’s the tip of the iceberg—gender, level of professional experience, job title, and age. What they do not yet know still lies beneath the surface: their unique motivations and expectations. They have work to do to get to know each other beyond what they see at first glance, and this work will lay the foundation for a trusting relationship that encourages authenticity.

Both Christopher and Mia need to explore and discover the other person as an individual. What do they care about? What motivates them? What is their view of work and authority? What has their personal journey been? The purpose of this phase is to wor...