2013 CONFERENCE KEYNOTE SPEAKER BIOS & PRESENTATION DESCRIPTIONS

The Mentoring Institute is proud to present the 2013 Mentoring Conference keynote speaker and their presentation descriptions.

Dr. Lillian Eby , Professor of Psychology, joined the University of Georgia in 1996. She is a Fellow of the American Psychological Association, the Society for Industrial and Organizational Psychology, the Institute for Behavioral Research at the University of Georgia, and the Center for Gambling Research at the University of Georgia. Her research interests center on mentoring relationships, factors that predict individual career success, worker well-being, and the intersection of work and family life. She has published 97 peer-reviewed journal articles and book chapters and this work appears in scholarly outlets such as the Journal of Applied Psychology, Personnel Psychology, Journal of Vocational Behavior, Organizational Behavior and Human Decision Processes, Journal of Management, among others. Dr. Eby also co-edited two books, one on mentoring in organizational, educational, and community settings (Allen & Eby, Blackwell Press) and on the effect of relationships on employee attitudes, behavior, and well-being (Eby & Allen, Taylor/Routledge Press). She serves on the editorial board of several scholarly journals and is former Associate Editor of Personnel Psychology. In addition to her active scholarship, Dr. Eby has substantial experience serving on scientific review panels for the National Institutes of Health's Office of Extramural Research. To support of her research, she has received various sources of grant support and is the Principal Investigator on three multi-year research grants under the R01 mechanism from the National Institute on Drug Abuse to study workforce development issues in substance abuse treatment organizations.

Facilitating High Quality Mentoring Relationships: Evidence-based Recommendations

Mentoring relationships represent an important personal and professional development opportunity for youth, students, and employees alike. However, often mentoring programs and practices are implemented without careful consideration of the science of mentoring. This keynote address provides the most up-to-date evidence-based information on mentoring relationships by integrating hundreds of studies of mentoring in community, academic, and organizational contexts. This session is framed around three important questions: (1) Does mentoring really matter? (2) What factors increase the likelihood of high quality relationships? and (3) What kinds of outcomes can we expect from high quality mentoring relationships? Similarities and differences across community, academic, and organizational contexts are highlighted and a framework is offered to guide our thinking about creating high quality mentoring relationships. By using the science of mentoring to inform practice-based recommendations, practitioners will be better positioned to create high impact mentoring programs. By summarizing what we know (and don't know) about mentoring, academics will be better informed on where mentoring scholarship needs to head in the future.

Tammy D. Allen is Professor of Psychology at the University of South Florida. Tammy D. Allen joined the faculty at USF after receiving her doctoral degree from the University of Tennessee in 1996. Her research centers on individual and organizational factors that relate to employee career development and employee well-being at both work and home. Specific interests include work-family issues, mentoring relationships, career development, organizational citizenship, and occupational health. Tammy is co-author of Designing Workplace Mentoring Programs: An Evidence-based Approach, co-editor of The Blackwell Handbook of Mentoring: A Multiple Perspectives Approach, and co-editor of Personal Relationships at Work: The Effect of Positive and Negative Work Relationships on Employee Attitudes, Behavior, and Well-being. She is a Fellow of the Society for Industrial and Organizational Psychology, the Association for Psychological Science, and the American Psychological Association. Tammy is the 2013-2014 President of the Society of Industrial and Organizational Psychology.

Keys to the Development and Implementation of Formal Mentoring Programs

Formal mentoring programs can be an effective strategy for enhancement of employee and student retention, socialization, and diversity development. However, poorly designed and executed programs can do more harm than good.The objective of this session will be to share a set of evidence-based guidelines for implementing programs within organizational and academic settings.Topics to be covered include matching mentors and protégés, selecting mentors, training, and program evaluation.The challenges associated with mentoring and strategies to overcome these challenges will also be covered.

David Clutterbuck is one of the earliest pioneers of mentoring, having published his first book on the topic in 1985 (at the same time as Kathy Kram published in the US). He is visiting professor in the coaching and mentoring faculties of both Oxford Brookes and Sheffield Hallam Universities, and co-founder of the European Mentoring & Coaching Council, for which he is now special ambassador, with the task of supporting mentoring and coaching organizations across Europe. He led the research team that established the International Standards for Mentoring Programs in Employment, for which he is current chair. He is the author of 55 books, plus more recently a number of e-books, more than a third of these are in the area of coaching and mentoring. David was voted Coaching at Work's first Mentor of the Year, and is one of the UK's top 15 HR influencers. He retired in 2012 from the international mentoring consultancy he had led for 35 years and is now busily creating a global network of mentoring trainers and advisors. He lives in the Thames Valley, England, where he is active in promoting mentoring and related approaches to support the social inclusion of people with learning difficulties and/or autism.

How Much Do Mentees Need Goals?

There is an assumption in much of the literature on mentoring and coaching that the learner will benefit from having very specific (SMART) goals. But what's the evidence for this. David shares the results of several years' exploration of this topic, which have resulted in the publication later in 2013 of the book Beyond Goals. The conclusion of the research is that the processes of goal selection and goal pursuit are much more complex than the textbooks recognize. Goals are typically emergent and evolving so fixing on a specific goal too early may be dysfunctional and even damaging. What's much more important is a sense of shared purpose in the relationship and the creation of a dynamic environment for assessing and engaging with goals. David will also share a range of practical techniques and approaches for helping mentees understand their values and identity, as a precursor to setting goals; and for making complex choices.

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Through the years we have been grateful to have some of the most influential characters in the field in mentoring.

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