Adult Learning: the Saint Marys University of Minnesota importance - - PowerPoint PPT Presentation

Meghan Baker, Spring 2017

Adult Learning: the importance of formalized mentorship programs

Saint Mary’s University of Minnesota Schools of Graduate and Professional Programs OL655 Capstone Symposium Jeffrey Eng

Introduction of topic

❖ Problem Statement: Formalized training programs fail

to provide experiential learning, fundamental to adult learning (Zeivots, 2016).

❖ Context: rise of millennial population within workforce,

asking for mentorship relationships (Gaul, 2016)

❖ Scope of research question: individual engagement,

development of learning community, and skill development

Goals with associated impact

❖ Goal of project: ❖ Foundation for strategy proposal within my organization ❖ Develop communication skills to effectively present proposal before

Executive Leadership

❖ Gain approval for Test & Learn ❖ Impacts: ❖ Develop a program within organization to enhance current adult

learning via formalized classroom training, through mentorship

❖ Provide a way for adult learners to transfer formal training skills in to

real-life execution within their job

Continuous learning: strategy development

❖ Aspects of leadership used to create research questions: ❖ Analysis of results and complex strategic decisions ❖ Creative thinking for problem solving ❖ Partnership with various Lines of Business to gain

buy-in (HR, Learning & Development, etc.)

Continuous learning: communication

❖ Skills to develop during process: ❖ Clear communication of strategy ❖ Understanding of results and adjust accordingly ❖ Success measure: approval to conduct Test & Learn of

strategy by executive leadership

Continuous learning: personal development

❖ New questions: ❖ How to maximize organizational savvy skills and collaborative

skills, to influence key stakeholders to approve this strategy.

❖ Development goals: ❖ Enhance ability to act in strategic leadership capacity versus an

execution leadership capacity

❖ Influence need for strategy through strong communication of

recommendation

❖ Utilize this experience to continue developing and presenting

strategies to leadership

Research question and literature review

❖ Research question: how do

mentorship programs impact adult learning?

❖ Literature review: ❖ Engagement ❖ Development of learning

community

❖ Enhance Skill development

Proposed recommendation

❖ Recommendation: Formalized organizational

mentorship programs enhance adult learners engagement, through a learning community that allows for enhanced skill development outside of a strict classroom sense

Challenges of proposal

❖ Challenges of proposal: ❖ Conflicting and

concurrent work that is taking team member mindshare

❖ Impact of intense change

management currently under work

❖ Time commitment of

project

Relevant leadership theories

❖ Analytical principles used to develop strategy ❖ Assessment of current organizational environment for

effective strategic change

❖ Understand the Diversity and Inclusion impacts that can

positively impact necessary change

❖ Creative strategies to address unique situations across

• rganization and partner in complex work teams that

engage multiple partners across various lines of business

Relevant leadership theories continued

❖ Awareness of individual communication skills, through

professional leadership skills

❖ Ethical and legal impacts of potential strategic initiative ❖ Research and results: recommendation of Test & Learn

to understand success and opportunities of strategy for long-term implementation

Organizational system

❖ Necessary approvals of

strategy:

❖ Multidivisional structure ❖ Support and awareness ❖ Role of middle manager in

process

❖ Standardization of process

(Jones, 2013)

Benefits of recommendation

❖ Engagement ❖ Job Clarity ❖ Mutually beneficial ❖ Development of learning

community

❖ Shared culture ❖ Enhance Skill development ❖ Communication skills ❖ Execution in real-life/practice

Organizational impacts

❖ Job Clarity ❖ Assignment/role clarity (Gunn, et al., 2017) ❖ Organizational mentorships create job satisfaction due to better understanding of role

through others experiences (Hartmann, Rutherford, Friend & Hamwi, 2016)

❖ Mentor: “I can share my experience from which you can benefit” (Williams, 2016) ❖ Role modeling of activities by mentor ❖ Mentor becomes “advisor, agent, confidant, role model, sponsor and teacher” (Gotian,

2016)

❖ Open-ended questions to understand concerns/needs (Gotian, 2016) ❖ Mutually Beneficial for mentor/mentee ❖ Communication skills develop (Gunn, et, al., 2017) ❖ Fulfillment and growth as a leader (Steward, et al., 2016)

Social context: development of learning community

❖ Shared culture ❖ Development of learning

community

❖ “Human survival is almost

totally dependent on relationships with other people, and these relationships are dependent on learning.” (Abbott & Ryan, 2000)

Talent demands: mentor

❖ Communication skills: ❖ Asking questions about what’s needed, becoming a

leadership skill

❖ Constructive feedback, guided goal setting, stretching

skills

❖ Mentor leadership skills develop as relationship grows:

mentor able to test style, and ideas (Stewart & Harrison, 2016)

Talent demands for mentee

❖ Time and place to practice ❖ “Best practice” sharing (Stewart, et al., 2016) ❖ Bridge between training and real life (Stewart, et al., 2016) ❖ “Practice helps mentees progress from a cognitive

understanding of how to be more effective to actual skills and behaviors.” (Welsh & Dixon, 2016)

❖ Learn about how organization functions: ❖ e.g.: communication, emotional intelligence, political savvy,

teamwork (Eliades, 2017)

Opportunities within recommendation

❖ Coaching vs. mentoring ❖ Mindshare of impacted

audience

❖ Intense change management

• ccurring across organization

Final recommendation: Test & Learn

❖ Recommend Test & Learn activity of a structured mentorship programs that will allow for a

• ne-on-one relationship to enhance the growing number of millennials joining the

workplace as they transition from classroom setting into job execution.

❖ Structured program: Must be purposeful in creation (Palmer, 2009) ❖ Same goals and tasks (Abbott, 2000) ❖ Nomination and assessment conducted by regional leadership ❖ Keeping small allows for relationships to grow: over and under socialization (Abbott, et

al., 2000)

❖ 6-9 Month program ❖ Test & Learn- two strategies: ❖ Manager decides if new to position employee participates ❖ All new employees partake as a part of continued learning outside of formal education

Resources

❖ Abbott, J., & Ryan, T. (2000). Community as the Web of Learning. ❖ Eliades, A. B. (2017). Mentoring Practice and Mentoring Benefit 6: Equipping for Leadership and Leadership Readiness -- An Overview

and Application To Practice Using Mentoring Activities. Pediatric Nursing, 43(1), 40-42.

❖ Gaul, P. P. (2016). Millennials Need Training to Manage More Effectively. TD: Talent Development, 70(3), 20. ❖ Gotian, R. (2016). MENTORING THE MENTORS: JUST BECAUSE YOU HAVE THE TITLE DOESN'T MEAN YOU KNOW WHAT YOU

ARE DOING. College Student Journal, 50(1), 1-4.

❖ Gunn, F., Lee, S.., & Steed, M. (2017). Student Perceptions of Benefits and Challenges of Peer Mentoring Programs: Divergent Perspectives

From Mentors and Mentees. Marketing Education Review, 27(1), 15-26. doi:10.1080/10528008.2016.1255560

❖ HARTMANN, N. N., RUTHERFORD, B. N., FRIEND, S. B., & HAMWI, G. A. (2016). MENTORING'S IMPACT ON SALESPERSON JOB

SATISFACTION DIMENSIONS. Marketing Management Journal, 26(1), 35-50.

❖ Jones, G.R., (2013). Organizational Theory, Design, and Change. Saddle River, New Jersey: Prentice Hall. ❖ Palmer, P.J. (2009). A hidden wholeness: The journey toward an undivided life. San Francisco, CA: Jossey-Bass. ❖ Stewart, J., & Harrison, T. (2016). Top 3 Advantages of Mentorship in the Workplace. Armed Forces Comptroller, 61(4), 14. ❖ Welsh, E. T., & Dixon, P. M. (2016). Improving Mentoring Outcomes: Examining Factors outside the Relationship. Journal Of Managerial

Issues, 28(3/4), 231-247.

❖ WILLIAMS, E. (2016). The importance of coaching and mentoring for young professionals. Logistics & Transport Focus, 18(10), 24-26. ❖ Zeivots, S. S. (2016). Emotional highs in adult experiential learning. Australian Journal Of Adult Learning, 56(3), 353-373.