Meaning in Mentoring: More Than Meets the Eye/“I”
Abstract
While the literature of mentoring is extensive, the theorization of mentoring is a noted deficiency. In addressing this deficiency, this conceptual article begins with a brief critical analysis of the extensive corpus of mentoring inquiry and discerns emerging theoretical trajectories as a foundation for the distinct theoretical focus adopted. The social constructionist approach to understanding identity, and Lacanian psychodynamic identity theorizing, is critically developed. The conceptualization of identity as a discursive construct, emerging from a balance between conscious identity-work and unconscious identity-regulation, is examined. These theoretical tools are then applied to mentoring. The article demonstrates that for both mentors and protégés, mentoring involves mutually beneficial identity-work, but that this identity-work can readily go awry with both parties potentially succumbing to forces distorting desired identities and negating the good intentions of mentoring. The implications for mentoring practice are detailed, and trajectories for empirical inquiry with identity are outlined.
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Biographies
Russell P. Warhurst is an associate professor of management at the University of Northumbria in the United Kingdom and on the adjunct faculty of a number of other prestigious universities. He teaches Human Resource Management (HRM) and Human Resource Development (HRD), specializing in manager and leadership development. Adopting an approach influenced by Critical Management Studies and Critical HRD and using a diversity of innovative empirical research approaches, his research interests include examining the nature and importance of informal workplace learning, later career working and learning, and workplace well-being.
Kate Black is an associate professor in HRM/HRD and director of learning and teaching at Newcastle Business School, University of Northumbria, in the United Kingdom. She adopts a critical approach to examining professionals’ learning, as a process of identity re/creation, also later career learning and working, and workplace well-being. She uses innovative research approaches, typically visual techniques and autoethnography, for data generation.
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