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Workshop | Women and Leadership Development: Reflective Practice in Mastermind Peer Mentoring Groups

Fri, June 17, 10:40 to 11:50am, Richmond Building, University of Portsmouth, RB 2.01

Session Submission Type: Workshop

Short Description

Reflective practice promotes deep learning and supports leadership development. Leaders who regularly do reflections individually, with a partner, or with a group will gain valuable insights into their personal strengths and challenges. Mastermind peer mentoring groups offer collaborative spaces for leaders to reflect on their thoughts and actions with peer support and advice. Workshop attendees will examine their reflective practices, participate in reflective practice in a mastermind group session, and learn the benefits and challenges of participating in Mastermind group reflective practice. A discussion on challenges engaging in reflective practice online will benefit attendees working in hybrid environments post-Covid pandemic.

Detailed Abstract

Reflective practice is crucial for deep learning. In their article on immersive deep learning in online adult education, Murray-Johnson et al. (2021) stated that “[r]eflective learning, through activities such as written journals and reflective papers, has been widely accepted as an effective means of having learners seek meaning, connect to prior knowledge, and engage with content in a deeper way” (p. 36).

Reflective practice is also essential for transformational leadership because reflection allows leaders to focus attention on things that matter and deepen awareness of behavior patterns (Brown, 2006). Self-reflection is deemed key to self-leadership, which calls for leaders to reflect on their strengths and weaknesses, enabling leaders to more deftly manage interpersonal and intrapersonal relationships (Browning, 2018; Hamill, 2011; Pinnow, 2011).

Mastermind peer mentoring groups offer collaborative spaces for individuals to engage in reflective practice with constructive feedback and advice from their peers. According to Murray-Johnson et al. (2021), “When learners engage deeply and beyond the surface, they thrive in spaces of collaboration, while taking more ownership of their learning with and from each other.” (p. 36).

In February 2021, the Women and Leadership Member Community (W&L) of the International Leadership Association (ILA) launched a Mastermind peer mentoring program. Mary Angela Baker, who spearheaded the program, explained that the Mastermind framework helps established leaders focus on problem solving and finding creative solutions to professional obstacles. Mastermind group members can expand their professional network and create long-term relationships (M.A. Baker, personal communication, December 30, 2021).

The W&L Mastermind program was a timely initiative endorsed and supported immediately by W&L leadership and the ILA. Many W&L members sought the opportunity to connect remotely during the global pandemic.

The Mastermind group framework is based on Napoleon Hill’s “Mastermind alliance” principle, published originally in 1928. "The Mastermind principle consists of an alliance of two or more minds working in perfect harmony for the attainment of a common definite objective. Success does not come without the cooperation of others” (Hill, 2018; Mastermind Groups TV, 2018).

Mastermind groups meet regularly and members hold each other accountable for setting and accomplishing goals. Mastermind groups, however, require time and commitment that leaders and teams often find difficult to commit. For women leaders especially, finding time to engage with others regularly amidst competing obligations is difficult. The stress from the global pandemic made it challenging for many women leaders to sustain deep reflective activities with others online (Villeseche & Josserand, 2016 citing Sharafizad, 2011).

Engaging in reflective practice online presents challenges to Mastermind facilitators and participants alike. In her doctoral dissertation, Johnson (2021) reported nearly 80% of her participants mentioned video meetings as stressful and emotionally exhausting (p. 153, 188). Video meetings can encourage behaviors that preclude the authentic and genuine engagement necessary for meaningful participation and reflection. Referred to as “surface acting,” this behavior involves faking emotions or masking true feelings during meetings, which can lead to exhaustion (Johnson, 2021, p. 23; Shanock et al., 2013, p. 457; Brotheridge & Grandey, 2002). LauraLynn Jansen, facilitator trainer of the W&L Mastermind program, noted that group members must clarify their group’s rules of engagement to decrease stress and emotional exhaustion.

This workshop addresses the challenges and rewards of utilizing reflective processes in the Mastermind framework. Attendees will examine their own reflective practices, participate in reflective practice in a mastermind group session, and explore how they can integrate Mastermind groups and put reflective practice into their leadership development. They will also discuss challenges of online facilitation and reflective practice.

Presenters are facilitators and participants of the W&L Mastermind program. They bring first-hand experience to the workshop. LauraLynn Jansen conducted online training for the facilitators. Dorine Lawerence-Hughes and Monique Wong facilitated the “Mid-Career Women” and “Women in Consulting” groups respectively. Patricia Clary and Cindy Robinson participated in two different groups. Monique continues to facilitate her group after the pilot program ended. Patricia is co-facilitating a new group that started in September 2021.

Presenters

1. Patricia A. Clary, Ph.D., Collaborative Convenor; Patricia Clary & Associates
2. LauraLynn Jansen, MHEd, PCC, doctoral student in Leadership & Change, Antioch University
3. Dorine Lawrence-Hughes, J.D., Ed.D., Assistant Dean for Undergraduate Education, College of Literature, Science and the Arts, University of Michigan, Ann Arbor
4. Cindy Mako Robinson, MSEd, doctoral student in Leadership & Change, Antioch University
5. Monique Y. Wong, Ph.D., Linguist & Leadership Practitioner; Founder, The Leader in You

Proposed workshop outline (75 minutes)

1. Welcome & Introduction (5 minutes)
2. Overview & Objectives (3 minutes)
3. Warm-up discussion (5 minutes): Attendees share their experiences with reflective practice.
4. Mini-presentation (5 minutes): Presenters introduce the “Mastermind alliance” principle and share research on reflective practice.
5. Small group activity (35 minutes, including instructions): Attendees participate in reflective practice in a Mastermind group session.
6. Debrief (10 minutes): Presenters lead a group reflection on the Mastermind group session.
7. Further discussion (10 minutes): Presenters share challenges in leading and participating in reflective practice online.
8. Takeaways (2 minutes)

Learning Outcomes

Workshop attendees can expect to:
1. Understand the principles and importance of reflective practice
2. Know how a structured reflective process works in a Mastermind group session
3. Gain insights into how reflective practice contributes to leadership development
4. Understand challenges of engaging in online reflective practice

Conclusion

In sum, leaders must make time to reflect individually, with a partner, or with a group. Mastermind groups provide a framework for meaningful reflective practice to take place. The collaborative spirit of a Mastermind group promotes thinking outside the box, creative problem solving, and improved decision making. Peer mentors provide constructive feedback and advice in the reflective process.

The Mastermind structured approach to self-reflection, peer-support reflection, and deep reflection help leaders grow and expand their leadership capacity. Establishing group norms and rules of engagement help to deal with online facilitation challenges and reduce stress from online interactions.

Given the global trend toward hybrid work environments, further studies about online facilitation and reflective practice would be very helpful.

Stream

Presenters