The University for business

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Learning in the Professions Home Truths
Conceptualising Mentoring and Knowledge
Management Together
Uma Patel Anne Brockbank
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Rationale
Knowledge Management (KM)
Mentoring
Not usually together
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Definitions

• There are many and theyre all contested!
• A relationship between two people with learning
  and development as its purpose (Clutterbuck and
  Megginson 2004)
• The processes by which an organisations
  consciously and comprehensively manages
  collective know-how, talent, experience and
  associated information resources to further its
  aims. (Koulopoulos and Frappaolo, 2001)

Coaching Supervision Knowledge Implicit
Explicit Tacit Technologies
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Framework 2 Dimensions 8 Practices
Brockbank A McGill I (2006) Facilitating
Reflective Learning through Mentoring and
Coaching London Kogan Page
The Argument Taken for granted assumptions
(tfga) about -Social reality -Learning
outcomes Frame -Mentoring Practices -KM
Practices Predictor of outcomes
Transformation
Practices Mentoring / KM
Practices KM / Mentoring
Interpretative
Objective
Practices KM / Mentoring
Practices Mentoring / KM
Equilibrium
Predictor of outcomes
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Assumptions about Reality
Interpretivism
Objectivism

• Meaning is socially constructed
• Depend on thoughts/actions.
• Produced thru social interaction in a constant
  state of flux.
• Interpreted meaning is bases for understanding
  explaining
• Truth comes from discursive practice which make
  meaning and in which meaning is made.

• External reality out there
• Independent of thoughts/actions
• Has properties that remain constant and
  unchanging
• Knowledge from facts bases for laws and
  prediction
• Truth comes for science and research which is
  value free

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Learning Outcomes
Double Loop Learning
Transformation
Paradigm shift
New understanding
Emergent knowing
Reflective dialogue
Experience
Generalisation
Equilibrium
Testing
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Mentoring Practices
Transformation
Typical case M3
Typical case M4
Evolutionary
Revolutionary
Interpretative
Objective
Engagement
Functionalist
Typical case M1
Typical case M2
Equilibrium
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Knowledge Management Practices
Transformation
Typical case KM3
Typical case KM4
Evolutionary
Revolutionary
Interpretative
Objective
Engagement
Functionalist
Typical case KM1
Typical case KM2
Equilibrium
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Conclusions
Transformation

• If you get type x Mentoring likely to get type
  x KM
• If the activities are located in one quadrant
  dont expect outcomes from another quadrant
• Taken for granted assumptions are real

M4 KM4
M3 KM3
Evolutionary
Revolutionary
Interpretative
Objective
Engagement
Functionalist
M2 KM2
M1 KM1
Equilibrium
LEARNING IN THE PROFESSIONS DOING IT DIFFERENTLY
What are the implications of taken for granted
assumptions in professional practice ??

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• THANK YOU

u.patel_at_city.ac.uk
a.brockbank_at_mailbox.ulcc.ac.uk