How can mentoring support women in a male-dominated workplace? A case study of the UK police force

Abstract

There is little academic research in relation to mentoring, learning and women, particularly in the male-dominated organizational context of the UK Police force. Currently, there is a Home Office drive to address inequality within the UK Police with a number of initiatives proposed including mentoring interventions, flexible working arrangements and positive-action recruitment initiatives. The purpose of this study is to investigate what policewomen mentees and mentors perceive they are learning through formal mentoring over time and how this makes a difference for them in the workplace. This will provide insights into whether Government investment in formal mentoring is the right intervention to help create a more gender-reflective, more equal workforce, in the Police. This study takes a critical realist position and an interpretivist theoretical perspective investigating a single case study organization. Key themes, spread across the four phases of the mentoring lifecycle were explored through 68 semi-structured interviews and four focus groups. Key findings are uncovered in relation to learning outcomes for these policewomen, both as mentees and mentors. It was found that mentoring added value across all four learning domains (cognitive, skills, affectiverelated and social networks) and that the largest number of responses over time, were in relation to the affective-related domain, particularly building self-confidence. These findings are significant as they demonstrate that formal mentoring programmes can support and empower women within the specific workplace of the UK Police. In conclusion, if women are being precluded from breaking the "glass labyrinth" because of lack of knowledge, opportunity and networks to progress within this context, then mentoring could be part of this solution. If the masculine organizational culture is also creating prejudice and obstacles for women in the workplace (the "concrete floor"), then mentoring might be one way towards breaking down these barriers. In addition, if all (or some) of these factors are contributing to women's lower self-confidence levels and the "sticky floor" syndrome, then again the findings suggest that mentoring may be part of the solution towards empowering women beyond their current role. It is hoped that these insights will impact the emphasis put on the various Home Office recommendations and the initiatives offered by different Police forces. It is also hoped that these insights will have implications for other organizations that are considering investing in mentoring interventions, for similar groups or beyond. This article is published as part of a collection on the role of women in management and the workplace.

Exploring the value of mentorship for women police officers

“…In response to these problems, many agencies have started incorporating mentorship programs targeting women recruits; however, there is limited evidence on their effectiveness and outcomes. One exception is that of Jones (2017), which found women officers who were mentored by other women experienced boosts in self-confidence and long-term learning/career progression. Further, Saucedo (2018) found officers perceive mentorship as highly beneficial – noting its value in the hiring, retention and development of male and female officers.…”

How can leaders and managers in the Police support the learning of others and at the same time, support their own?

“…Mentoring sets itself apart from other more traditional workplace interventions as it is a two way process; both parties benefit. The focus is the mentee but the mentor gains often unexpected, insights into their own learning, in respect of new knowledge, skills and personal learning (Jones, 2017). Zachary (2012) refers to this as a 'two way street' suggesting that where reciprocity and mutuality exists, the more value-added the mentoring relationship becomes.…”

“…Garvey (2010) suggests that mentoring can be ineffective because of practical and logistical issues, relationship issues, and scheme and organisational-related issues. Some scholars have discussed a number of moderating factors on learning generally (Lee et al , 2004; Eraut, 2000, 2004, 2007; Eddy et al , 2005; Stok-Koch et al , 2007) and mentoring specifically (Hegstad and Wentling, 2005; Eby et al , 2006; Allen et al , 2006; Parise and Forret, 2008; Garvey, 2010; Thurston et al , 2012; Jones, 2017).…”

“…Parise and Forret’s (2008) study showed that perceived management support is a critical factor that will influence motivation and willingness to participate in mentoring programmes. In short, a common finding from moderating factors in mentoring research is the impact of managers choosing to actively support or block participation in mentoring programmes (Eraut, 2004; Hegstad and Wentling, 2005; Eby et al , 2006; Allen et al , 2006; Parise and Forret, 2008; Jones, 2014, 2017).…”

“…This in turn may have influenced the rise of mentoring within them. Also, only a few articles have been written about mentoring in the UK Police (Carson, 2009; Flynn, 2010; Hamlin and Sage, 2011; Jones, 2017). Therefore, it was felt due to the shifting nature of public sector organisations and the emphasis, that is, being placed on mentoring to support the changing leadership needs, particularly within the Police, that a review of mentoring within two Police forces would be interesting and topical.…”