The Star Roles Model is used by organisations to describe the positions managers and mentors adopt when guiding direct-reports and mentees. The concept builds on the Group Roles model developed by Benne & Sheats, taking a short-cut route to describing preferences when guiding others. Similarly, the Roles Model follows the Mintzberg 10 management positions - drawing in the most relevant elements when considering the mentoring relationship in detail.
Contents
The model describes six roles, which are split into two areas of focus - Inner and Outer. The roles are neutral in representation - reflecting a preference in relation to giving guidance and support, rather than presenting a pyramidal of approaches that work towards an ideal. In use, the roles are used by individuals to recognise where their preference sits, and what the person / situation requires. In this respect, the model supports the situational leadership theory concept. Practically, managers are encouraged to use the model to critically review what is required through a close mentoring relationship, to spot when the relationship becomes less effective because of over reliance on one role, and which role to use to achieve the most effective approach.
The grouping of the roles is based on the concept of Introversion / Extraversion - acknowledging that some individuals will naturally prefer an inwardly focusing role, over an external bias. The Model makes no concrete link between MBTI profiling and preference on the E-I scale and a preference on the Star Model.
'Inner' Guidance
The inner roles focus on 'closed' management and mentoring, where the mentor is using personal knowledge, insight and input to steer the individual. Whilst not solidly linked to Introversion, the notion of self-interest, focus and bias aptly describes the drivers around guiding through this position. Whilst the dialogue is driven through the inner aspects of the role, the focus from the mentor is not on the 'I' - and can be a third person approach. Positives for this role are found in the depth of individual approach, the supportive and individual nature of the mentoring relationship and the value such an approach draws from the time being given over by the manager. The Inner approach does tend towards an 'opt out' from the mentor, in that they bring little of themselves to the conversation, and can work 'at a distance' to the challenge.
The Roles
'Outer' Guidance
In comparison, the outer roles are driven more by a sense of 'open' input, that seeks to bring in contextual experimentation, relational aspects, and wider links to the outside world. This 'extroverted' approach relies more on the mentor bringing in the 'I' and making value-based judgments on what is and isn't required. Positively, these roles are highly effective at supporting others through cultural and behavioral challenges, and giving a valid platform for personal input and demonstration from the mentor. When adopting these roles, managers have to be observant against a tendency to place too much emphasis on self-opinion rather than fact, and for them to take ownership of the problem/challenge being discussed, rather than coach the person through the issue.
The Roles
Application
The Star Model supports two aspects of mentor / leadership training:
Awareness of preference - used to explore their likely preference, conversations driven by the Roles can lead to a stronger awareness of how their individual leadership tends to manifest practically. Following on from this recognition, leaders use the model to better plan interventions with individuals, and to ensure the correct approach to Crucial Conversations with the aim of achieving appropriate outcomes, rather than positive conversations.
Situational approach - using the Roles to analyze what a particular support / mentoring situation requires in relation to a successful outcome - challenging a 'matching' of the mentee's requirement against what the mentor truly believes is required. For example, a mentee may be looking for a 'sympathetic ear', to vent their frustration at, whereas the situation requires the mentor to take a 'critical partner' and 'role model' approach to move the situation forward
In making the roles overt and labeling them, both parties are able to work towards positions within the relationship that best support effective outcomes and agree levels of challenge and input that educate, support and demonstrate appropriately.