Tag Archives: teaching

Sheryl Sandberg, Leaning In on Mentoring

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Last night, I listened to KQED’s Public Radio broadcast of the City Arts and Lectures presentation by Sheryl Sandberg (Chief Operating Officer at Facebook, and author of Lean In: Women, Work, and the Will to Lead – published in March 2013) and Condoleezza Rice (former US Secretary of State). The event was held at The Nourse Theater in San Francisco, on 1 April 2013.

This is the second time I have heard a long talk by Cheryl Sandberg, who was also the keynote speaker at the 2011 Grace Hopper Celebration of Women in Computing (in Portland Oregon). It was particularly interesting to hear her discussion with the also-remarkable Dr. Rice of Stanford University. After last night’s talk, I was inspired to read Ms. Sandberg’s book, particularly Chapter 5 “Are You My Mentor?”  Since I was driving when I heard the radio show and could not take notes, it was good to find that most of the broadcast stories were also in the book.

Some of what I found particularly interesting in Lean In: Women, Work, and the Will to Lead:

  • Girls who grew up hearing the Sleeping Beauty fairy tale “…are told that if they can just find the right mentor, they will be pushed up the ladder and whisked away to the corner office to live happily ever after”.
  • “The strongest relationships spring out of a real and often earned connection felt by both [mentor and mentee].”
  • “We need to stop telling [young women], ‘Get a mentor and you will excel.’ Instead, we need to tell them, ‘Excel and you will get a mentor.'”
  • “While asking a stranger to be a mentor rarely, if ever, works, approaching a stranger with a pointed, well-thought-out inquiry can yield results.”
  • “Mentorship is often a more reciprocal relationship than it may appear, especially in situations where people are already working at the same company.  The mentee may receive more direct assistance, but the mentor receives benefits too, including useful information, greater commitment from colleagues, and a sense of fulfillment and pride.”
  • “A mentee who is positive and prepared can be a bright spot in a day.”
  • “Many companies are starting to move from informal mentoring that relies on individual initiative to more formal programs.  When taken seriously, these formal mentorship/sponsorship programs can be remarkably successful.”

I agree with much of what she writes but Ms. Sandberg’s sole context for mentoring seems to be corporate and focused on star performers, company staff who are usually highest-rated in performance reviews.  My first few mentoring programs were also in that context, then a friend in Human Resources gave me a copy of the excellent Harvard Business Review 2003 article “Let’s Hear it for B Players” by Thomas J. DeLong and Vineeta Vijayaraghavan, which spun me around.

In the much-heralded war for talent, it’s hardly surprising that companies have invested a lot of time, money, and energy in hiring and retaining star performers. Most CEOs find that recruiting stars is simply more fun; for one thing, the young A players they interview often remind them of themselves at the same age. For another, their brilliance and drive are infectious; you want to spend time with them. …But our understandable fascination with star performers can lure us into the dangerous trap of underestimating the vital importance of the supporting actors. A players, it is true, can make enormous contributions to corporate performance. Yet in our collective 20 years of consulting, research, and teaching, we have found that companies’ long-term performance—even survival—depends far more on the unsung commitment and contributions of their B players. These capable, steady performers are the best supporting actors of the business world.

After much thought, program design, and discussion with our sponsors and stakeholders at Sun Microsystems, we created additional mentoring programs for rising stars and solid contributors, in addition to the “high potential” programs created first. We also started mentoring programs for staff who were based outside of the USA.  Read all about this journey in the 2009 Sun Microsystems Labs Technical Report: “Sun Mentoring: 1996-2009″ by Katy Dickinson, Tanya Jankot and Helen Gracon.

“Leaning In” from the book title means “being ambitious in any pursuit.” The Anita Borg Institute (of which I am honored to be on the Advisory Board) is a founding partner of the new Lean In organization. I recommend the book Lean In: Women, Work, and the Will to Lead as a starting place for many interesting discussions.

4/17/2013: Lean In is the #1 New York Times Bestseller in “Hardcover Nonfiction” and “Combined Print & E-Book Nonfiction” categories!
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Images Copyright 2011-2013 by Katy Dickinson

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Fostering Triangular Partnership, Professional Mentoring

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The conference version of the book Triangular Partnership: the Power of the Diaspora (including the chapter “Professional Mentoring – Fostering Triangular Partnership”) is available for free download.

“Triangular Partnership” is a term used by People to People to describe the relationship of three global groups:

  • Diaspora
  • Developing Countries Institutions
  • Western Institutions

Some background:

How does professional mentoring interact with this Triangular Partnership, and with the global diaspora in particular?

Here are three successful professional mentoring programs in which the global diaspora takes a key role:

  • Below are two pie charts showing a summary of 2001-2009 data on mentor and mentee work locations (from p.77 of the Sun Microsystems Labs Technical Report: “Sun Mentoring: 1996-2009″ by Katy Dickinson, Tanya Jankot and Helen Gracon). As you can see, for this Sun Microsystems world-wide Engineering mentoring program, the largest number of both mentors and mentees were based in the USA (green), compared to those based in APAC (Asia-Pacific Region, blue) and EMEA (Europe-Middle East-Africa Region, red). Even so, there was a disproportionate number mentors based in the USA (more than in APAC and EMEA combined). In 2009, when this data was analyzed, Sun had about 15,000 Engineering staff distributed among thirty locations around the world, including large campuses in China, India and Europe – but most of Sun’s Engineering staff was in the USA. These charts show professional mentors’ willingness to engage in successful mentoring relationships beyond borders in order to build and strengthen a community.
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  • A second example of mentors’ and western institutions’ willingness to reach beyond their national boundaries for a greater good is the TechWomen mentoring program, an initiative of the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA). For TechWomen 2011, there were thirty-seven mentees from six Middle Eastern and North African (MENA) countries. For TechWomen 2012, there were forty-two mentees from eight MENA countries. All mentees were hosted at Silicon Valley companies for a month while working with both Professional and Cultural mentor volunteers from over fifty companies and organizations in the San Francisco Bay Area. TechWomen has been so successful that its size was doubled for 2013 and the geographic area expanded to include Sub-Saharan Africa, in addition to MENA. The purpose of TechWomen is to bring people together for greater understanding and to empower women and girls worldwide. In both TechWomen and the Sun Microsystems mentoring programs, many of the US-based mentors were either immigrants themselves or the children of immigrants. Sometimes those immigrant mentors or their families were from the same country as their mentee (a direct-diaspora connection), but most times not.
  • A final mentoring program example showing a more-direct diaspora connection was the sold-out December 2012 Inaugural Open Mentoring Session, presented by TiE Silicon Valley as part of their TiE SV MentorConnect program with MentorCloud. About TiE: “TiE, a not-for-profit global network of entrepreneurs and professionals, was founded in 1992 in Silicon Valley, California, USA. Although its birth name, The Indus Entrepreneurs, signifies the ethnic South Asian or Indus roots of the founders, TiE stands for Talent, Ideas and Enterprise. It is an open and inclusive organization that has rapidly grown to more than 57 chapters in 14 countries.” Feedback on the Open Mentoring Session: 82% of mentees completed the post-event survey and rated the event as “Highly Recommended” or “Recommended”. 90% of them said the event “exceeded” their expectations, and a whopping 95% said they would recommend a similar session to their friends.

These examples have shown two legs of the triangle – Diaspora and Western Institutions – using mentoring for community building, mutual-understanding, and professional growth. To see mentoring connections with the triangle’s third leg – Developing Countries Institutions – check out the customer logos on the MentorCloud home page, including:

  • Global Science and Technology Foundation (GSTF) – Sub-Sahara African Universities
  • Indian Institute of Science Alumni Association (IIScAA) – Knowledge Exchange Programme
  • International diaspora Engagement Alliance (IdEA)
  • The SABLE Accelerator – The South African Business Link to Experts
  • TechWadi – Building Bridges for Entrepreneurship – MENA region
  • TiE Silicon Valley
  • University of the Witwatersrand, Johannesburg, South Africa (Wits)

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Images Copyright 2012 by Katy Dickinson

19 October 2019: Post links updated. For more about MentorCloud business practices, see Collecting a Labor Judgement (15 January 2016).

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8 Essays on Mentoring

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MentorCloud has been asked to contribute a chapter to a book being edited by one of our customers. As I did when writing “Sun Mentoring: 1996-2009“, I am putting together chapter section drafts piece by piece, published in this blog and on the MentorCloud blog as they are developed. (By the way, Oracle is no longer distributing the Sun Microsystems Labs Technical Report: “Sun Mentoring: 1996-2009″  by Katy Dickinson, Tanya Jankot and Helen Gracon, but it is still available for free download on our family website and is also available for purchase from the ACM Digital Library.)  Here are the eight essays I have published so far:

Images Copyright 2013 by Katy Dickinson

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TSA Afraid of Rocks

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Ever since I read “Why It’s Time To Break The Code Of Silence At The Airport” by Christopher Elliott (15 February 2013, TheHuffingtonPost) and my daughter’s TSA posts (including “TSA Touching Crosses The Line: Update”), I have been considering how much more invasive and offensive the TSA has become over time and how we enable this behavior by not objecting to it.

This weekend, I flew from the San Francisco Bay Area to Los Angeles for training (to renew my mentor certification with Education for Ministry, a program of the University of the South – School of Theology), and to visit my brother and family in La Crescenta. I used two small-ish airports, San Jose (SJC) and Burbank (BUR) for convenience.

This morning, I walked quickly to the head of the extremely short security check point line at Burbank, hoping to have time for a quiet coffee before boarding my flight home. However, I was pulled out of line in the nearly-empty security area not once but twice.

  1. The first time I was pulled from line was so that the security lady could feel my face – after her full-body scanner drew a little yellow box around my apparently-dangerous earring. As you can see from the picture below (and as she herself could clearly see), there wasn’t anything for her to find while she patted down my ear, cheek, and short hair.
  2. The second time I was pulled out a few minutes later was so that the security man could unpack my small roller bag, re-scan my toiletries, and try to take away my rock.  I was bringing home a small piece of granite as a souvenir of La Crescenta.  He said, after feeling my rock, that I had to get rid of it or check my bag because a rock could be a weapon.  It seems that there is a TSA rule saying that rocks over five pounds are dangerous.  I chose to keep my rock, so I was escorted out of the security area, then had to walk back to the airline counter (where the counter lady told me that she hears an unusual number of complaints about the Burbank TSA), check my carry-on bag, and go through security all over again.

I made my flight home, but no quiet coffee for me.  I object.

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Images Copyright 2013 by Katy Dickinson

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Mentoring vs. Coaching vs. Sponsorship

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During recent weeks while I was traveling with the TechWomen delegation in Jordan, and then when I was talking about MentorCloud and mentoring with  Al-Makassed (the Makassed Philanthropic Islamic Association of Beirut) and TechWomen participants in Lebanon, my frequent explanations about professional mentoring got shorter. In particular, my differentiations between mentoring, coaching, and sponsorship got more crisp through repetition. I understand clearly these three words are often used interchangeably and that each of the three kinds of relationships often contain elements of the other two. However, I have found it helps to distinguish the three.  Key differentiating elements are:

  • Power (positional or hierarchical authority, degree of control)
  • Topic (specific tasks, life change)
  • Duration of the relationship (short-term, long-term)
  • Reward (benefit or pay, particularly to the senior member of the relationship)

Sponsorship or Patronage

In this relationship, the patron or sponsor is in a position of authority and intentionally using their power to advance the interests or career of their favorite, client, or sponsee. Sponsorship can be positive (as in the development of a successor or talented junior associate) or negative (as seen in destructive favoritism or political corruption). The favorite may be a long-term political or organizational dependent. A sponsor or patron may protect and support the favorite over time while they grow their abilities or advance within an organizational structure. The patron may directly control the work of the favorite, takes responsibility for the favorite, and may benefit directly by their work – or indirectly by accepting credit for their success. The favorite’s own capabilities may be questioned because the patron is seen to be responsible for their achievements. This is a limited relationship – that is, a patron will have only one or a very small number of favorites. See Wikipedia’s article on
Patronage for legal and illegal examples.

Coaching

Coaching is a relationship or kind of communication with the primary goal of conveying specific knowledge, training, or skills. A coach is more knowledgeable and experienced than their client or student, at least in the target topic or task area. The coach may be paid to be in the relationship as the student’s work supervisor, master craftsman, or teacher. A coach may have many students but the relationship is often limited to the time it takes to transfer the specific information or deliver expected results.  The coach may or may not have longer-term hierarchical authority over the student.

Mentoring

Mentoring is a longer-term relationship focused on larger professional or life issues. The mentor is usually much more experienced than the mentee but may or may not be an expert in the same professional area. The mentor and mentee should not be in a supervisory relationship; that is, the important power difference between them is one of wisdom rather than positional authority. Mentor and mentee often work together long-term and become friends. The mentor may advocate for the mentee but does not control the mentee and does not take responsibility for the mentee’s success. Mentors may have many mentees, sometimes in one-to-one or one-to-many structures.  Mentors are usually unpaid professional volunteers who get satisfaction from “paying it forward” – that is, giving back some of the guidance that benefited them during their own development.  Mentoring is a personal relationship in a professional setting.

Key deliverables from the mentor are:

  • Introductions to experts or wise people who can help the mentee.
  • References to key resources, training, experiences which will expand the mentee’s understanding, experience, or context.
  • Feedback – the mentor acts as a sounding board for the mentee.  The mentor may offer specific advice or may only provide enough guidance for the mentee to figure out his or her own way.

Additional Reading:

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Images Copyright 2013 by Katy Dickinson

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Cedars of Lebanon, Khalil Gibran, and other delights

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Yesterday, my daughter Jessica and I were delighted to go on a tour of northern Lebanon with Adla Chatila (my TechWomen mentee) and two of our school director friends from Makassed. One of the highlights was seeing the actual Cedars of Lebanon. We could not walk among these large beautiful trees because the snow was so deep but we got to touch one that was over 3,000 years old. We also saw the Kahlil Gibran museum and tomb in Besharreh, and an early printing press and cave at the Mar Bishay Hermitage, Qozhaya. We ended the day with a delightful TechWomen alumnae dinner here in Beirut. What an interesting and lovely country Lebanon is! Tomorrow, I have meetings with Makassed, some more touring, and then I start to fly home to San Francisco.

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Images Copyright 2013 by Katy Dickinson

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TechWomen Meet the Girls

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Yesterday, the TechWomen delegation met with talented girls at Injaz and the Jubilee School. We were deeply inspired by their energy, bright potential, and delight in learning. We were also treated to women entrepreneurs presenting on their startup companies at the Oasis500 MENA tech incubator.   We finished the day learning to cook local dishes with the women of Beit Sitti. It was a day full of delight to our hearts and minds.

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Images Copyright 2013 by Katy Dickinson

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