10 minute read
Mentor for Mutual Gains
Mentoring for Mutual Gains
Henry Langdon (TU 2001-06), founder of the online career-guidance programme Udamon, talks about how having a mentor enables career starters, changers and movers to shape their direction in life.
We all face a disrupted and fast-changing world of work, a trend accelerated by the impact of Covid 19 and propelled by ever-advancing technology. And whether we look at the data on falling employee engagement, rising employee turnover, or the 10 career changes most millennials are expected to undergo before they reach 42, it stands to reason that access to dynamic careers guidance is a critical need for individuals and industry. As the following case studies illustrate, regardless of job, industry or stage, mentoring relationships are a crucial catalyst for the self-confidence, knowhow and vision needed to keep on the front-foot in the 21st century workplace. Indeed, whilst mentor-mentee bonds are behind almost every story of success from Aristotle to Zuckerberg, the past year has seen ever more individuals start to seek out mentors. At the same time, more organisations are providing mentoring in the workplace as a learning and development initiative. The benefits of mentoring are substantial, for both parties. Beyond career advancement, countless studies demonstrate the deeper effects it can have on a mentee’s self-confidence, resilience and adaptability. While the gratification that comes with mentoring others to achieve their potential is well-known, the benefits for mentors’ career progression are noteworthy, too. The ability to coach and mentor colleagues now tops the list of the most sought-after skills by UK employers. Yet, while the benefits of the mentoring relationship are widely understood, only three out of 10 of us are engaged in one. The reasons are often practical ones of time and access, but issues such as fear of rejection and vulnerability for would-be mentees and, for mentors, hesitations over expectations and the commitment required, are obstacles too. Developing a shared understanding on how to measure progress and success, what to structure the conversations around, and when to conclude them can work to dissolve these obstacles. Yet there is a fine balance to be struck here. While growing workplace mentoring
programmes represent an encouraging step forward, one can’t help but feel like the butterfly of this powerful yet subtle relationship is at risk of being trod underfoot. As the case studies here show, the mentor’s art is not a call to ‘do as I have done’, nor is it a schematic transfer of knowledge, but, rather, a supple process of enabling everyone to develop the self-belief and know-how to fully engage and grow their unique potential. At Udamon, we use philosophy, art, academic research, cinema, literature and structured self-reflection tasks to guide our interactions – resources designed to trigger confidence-inspiring insight, thought and action within the mentee, whilst allowing space for the mentor to colour the conversation with their experience, know-how and wisdom. The goal here is to develop an individual who can prosper beyond the interaction itself. In a working world where little is fixed and much is changing quickly, the dynamic ownership of our talents that mentoring can unleash is more critical than ever.
Case Study 1
Education to Career Ollie Foster (TU 2009-14) I decided, in my penultimate year of university, that a career in scientific research wasn’t for me. I had been interested in investing for a long time, but I didn’t apply for graduate programmes in my final year of study. My first job was at a startup. This came about as an OM friend had worked there the previous year. I was able to leverage this experience to get a job at an asset manager six months later, thanks to a recruiter that another OM friend had put me in touch with. Whilst in the process of interviewing, a family friend was incredibly helpful and gave me advice on how to prepare for the interviews. I also reached out to Rupert Corfield (C2 1979-84). He gave me some excellent guidance for the interviews and what to think about with regards to my career and skillset going forward. Throughout school, I always focussed on the academic side of things, but I think networking and mentorship is overlooked. The Club’s mentoring programme, I know, will help many people like me and I wish it had been around when I left university. While, obviously, I used my OM contacts, having a specific and dedicated mentor might have given a more direct approach. I often say don’t fear about reaching out and, also, don’t worry about not hearing back!
Case Study 2
Parenting to Career Catherine Brumwell (née Redpath NC 1991-96) I had always wanted to be a doctor. However, love came my way in the form of an Army officer. While on our first posting abroad, the local newspaper needed a sub editor. At school, I’d avoided English and so I bought myself a pile of grammar books and taught myself English. Henceforth came a career in publishing, PR, writing, proofreading and copyediting. This part-time career has also fitted in with bringing up a family. Last September, we made the decision to move two of our children to boarding school, which left me with our youngest and the desire to focus on me. But, what to do? I’d always loved portraying the core values of a publication through its design and writing. This made me realise that branding, under the wider umbrella of marketing, might be a good transfer. Moving from parenting and a part-time career to a different and full-time career was a daunting prospect, so I searched out two mentors. One was a friend who’d moved from full-time parenting to a full-time career. She told me how to deal with the change of pace and how to deal with simple family logistics. The other conversation was with a marketing director. Both these talks cemented my desire to move into a full-time marketing career and, as a result, I’m now studying for a digital-marketing qualification. Having mentors has helped me navigate these new channels. They have given me confidence to start a new career at the age of 43 and to continue to attempt to be a good mother.
Case Study 3
Change of Career Patrick Browning (LI 1957-61) When I left Marlborough, most leavers expected that, after a period of professional training, we would have a career for life: so there was little need for a mentor. How different it is now!
After Cambridge, I read for the Bar and then joined Arthur Andersen & Co to qualify as a Chartered Accountant, thinking that perhaps I would go back to the Tax Bar. That did not happen and instead I joined Orion Bank. After the bank was taken over
by one of its shareholders, the prospects and job satisfaction seemed to decline and I looked for a new challenge. This was as Finance Director (FD) of a medium-sized firm of solicitors. They merged with another firm, so next I became FD of a firm of architects. They declined in size, so then I became FD of a small quoted company. My final and most dramatic change was to qualify as a Clinical Hypnotherapist 17 years ago. I certainly did not foresee this in 1961! So, did I have a mentor? Not a formal one, but I did ask lots of people for advice with regards to my various career changes. Would having a formal mentor have made a difference to my career path? Possibly, but I believe any form of sound advice you can get is essential with changes in your life.
Case Study 4
Career to Retirement Tony Heddon (PR 1979-83) In February 2017, I was working for a large US corporation, flying 300,000 miles each year, spending six days a week abroad and earning a lot of money. Then one day it all stopped. New strategy, no European business, no job. I was 52. I went from an all-consuming to an empty diary. I had always hoped to retire early but not quite this early; I was totally unprepared and very anxious. Did I want to carry on with the commercial rat race? Did I want to retire? What were the alternatives? Did I have enough money and enough for what exactly? Looking back over four years later, it would have been extremely useful to have been able to talk with someone who had been through this. Someone to empathise, give guidance, prompt thoughts and help develop a plan. At the time, this avenue didn’t appear to exist. There were companies that could build me a life plan, but that was not what I needed. I needed a kindred spirit who had been there. In the end, my wife and I mentored ourselves. We made mistakes but we learnt from them. Fortunately, we had the money to retire and be comfortable without the need for work, which is why I now have four jobs. I am Chair of the cancer charity Neuroblastoma UK; a Senior Invigilator; an orphan drug appraiser for NICE; and Registrar, who’s married over 500 couples to date. We got here in the end, but it would have been quicker and less stressful had we been able to work with a guide or mentor.
Case Study 5
Mentoring Steven Bishop (PR 1969-73) I have been involved in adult mentoring for a couple of years. Each assignment is six one-hour sessions, and I have committed to help my mentee ‘make improvements in their life, and to meet the goals they identify as necessary to do this’. I have mentored an older lady who had been made redundant because of a business reconstruction. I have mentored a final-year undergraduate helping him to feel more in control of his studies whilst at the same time identifying how to approach a career in law. I am mentoring a lady who is looking to start a community-based business, helping her create a business plan and set strategic priorities to apply for external funding whilst continuing to pursue her own career as a ceramicist.
The key attribute for a mentor is to be an active listener, able to provide non-judgmental responses thus enabling the mentee to come to their own decisions.
The process is: Exploration Working out how the relationship will work; understanding each other’s background; exploring and understanding the gap between the mentee’s current situation and their potential; identifying a small number of specific goals; how to measure success. Understanding Examining the central issue in greater detail; identifying the barriers to achieving the mentee’s goals and developing solutions and new opportunities; making an action plan to achieve those goals. Action Feedback on the action plan and managing the change so that the mentee can stay on track in the future.
Success is in the small things. Seeing a mentee’s confidence and resilience grow, as they become clearer about their goals and aspirations, is enormously rewarding.
The Club is currently working on a new mentoring programme to introduce mentoring, in all its forms, to the Marlburian Community. It will launch next summer. In the meantime, you can offer to assist or find and approach others within the Marlburian community for mentoring, careers advice, work experience and help with a CV on our digital platform, MC Global Connect.
If you want to find out more about becoming a mentor or mentee, please contact me. We would also love to hear your mentoring stories. Kate Goodwin Alumni Engagement Manager, kgoodwin@marlboroughcollege.org 01672 892384
To join MC Global Connect either download the app or go online mcglobalconnect.org
