Search results

The dual purpose of this paper is (1) to describe and contextualize encounters between mentors' and mentees' differing needs in a leadership development programme and (2) to posit that practice negotiating frictional encounters constructs “good fit” between mentors and mentees and is a potentially important skill for leadership development.

The authors gathered data through qualitative, semi-structured interviews of mentors, mentees and mentoring programme staff participating in a mentoring programme for leadership development offered at a mid-sized Canadian business school. Using a grounded theory, interpretive analytical approach, the authors examine the notion of “good fit” and how it emerged in encounters between participants' diverse needs.

The authors identified participants' mentoring needs by eliciting their experiences of “good fit” in the focal leadership development programme. The findings revealed that encounters between contrasting needs fell into two categories: (1) the need for career advising versus leadership development and (2) the need for structured versus free-flowing conversation. Those encounters, in turn, generated opportunities for leadership development.

The findings have valuable implications for designing mentoring for leadership programmes. Namely, the authors propose pairing individuals with similar deeper-level qualities but diverse educational backgrounds and experiences to allow for practice in negotiating encounters with friction and contrast.

As an empirical study of mentoring for leadership development in practice, this study applies a dialectical approach to encounters across contrasting mentoring needs. In doing so, it locates leadership development potential in those frictional encounters.

The purpose of this paper is to describe and contextualize the processes of leadership development through mentoring in a Leadership Learning Lab (“the Lab”) and to explore the implications and applications of the Lab's approach as a social learning space.

The authors used a constructivist grounded theoretical approach and conducted semi-structured interviews with participants in the Lab, which operated out of a leadership center in a mid-sized Canadian business school.

The findings show that participants used their individual life experiences to practice leadership development through mentoring in a social learning space of prescribed uncertainty. The participants identified with becoming flexible, self-actualized leaders by learning to view their own experiences and those of their Lab partners through a leadership lens.

This study contributes to an understanding of the “doing” of leadership development in a social learning space and highlights three relational processes through which leadership development emerged through mentoring: rapport-building, democratization and reflection.

The purpose of this qualitative review paper is to identify for practitioners ways of matching mentors and protégés to enhance the effectiveness of formal mentoring programs.

The paper qualitatively reviews the best available evidence of ways to match mentors and protégés to maximize mentorship outcomes.

Two factors to consider when making mentor–protégé matches emerged from the research literature (1) the matching process (i.e., how matches are made and facilitated by practitioners such as incorporating participant input on matches): and (2) individual characteristics (i.e., individual differences that may serve as matching criteria such as experiential, surface-level, and deep-level characteristics). This qualitative review resulted in three practical recommendations to practitioners interested in matching mentors and protégés using evidence-based methods: (1) match based on deep-level similarities, (2) consider developmental-needs of protégés during matching, and (3) seek mentors' and protégés’ input before finalizing matches.

Limitations of the research reviewed are highlighted: measures of perceived similarity, relative effectiveness of matching-related factors, limited research investigating the role of dissimilarity on mentoring outcomes, and linear relationship assumptions between matching-related factors and mentoring outcomes.

The authors’ recommendations suggested greater use of valid psychometric assessments to facilitate matching based on actual assessed data rather than program administrators' personal knowledge of mentors and protégés.

The literature on mentor–protégé matching is missing practical guidance on how to apply the research. This highlights a need for a qualitative review of the literature to identify what matching processes and criteria are most effective, providing a “one-stop-shop” for practitioners seeking advice on how to construct effective mentor–protégé matches in formal mentorship programs.

This paper explores the academic reading behaviors of first-year students in an attempt to understand their experiences and develop potential reading interventions to support undergraduate students.

Researchers used qualitative research methods to elicit in-depth findings regarding reading behaviors. They interviewed fifteen first-year students who had completed a required writing course regarding their reading habits and used open coding to analyze interviews.

Investigators discovered that the narrative from national media that students do not read discounts the volume and variety of texts that students regularly interact with in a variety of contexts. Several themes emerged from the interviews: (1) Students like to read in a variety of designated spaces at any time of the day or night, (2) Students prefer reading in print, but mostly read online, and (3) Students reported difficult vocabulary as the most significant challenge in reading academic texts, but also reported emotional concerns regarding reading.

While previous studies have focused on factors such as format preference and time limitations that influence reading behaviors, this study contributes to the body of research looking at the reading behaviors of college students more holistically, providing new insights informing a range of library interventions to support student success in academic reading. In its use of student interviews, this study offers a student-centered contribution to the literature on student reading behaviors and considers the implications of these behaviors on librarian practice.

The most significant event for the School has been the announcement of the creation of the National Centre for Management Research and Development. The Centre is due to open in 1986 and will provide research facilities for up to 20 major projects designed to improve the competitiveness of Canadian business practices.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

Aslib Library holds a collection of thesauri, subject headings and classification schemes which are used to answer members' enquiries about the existence of schemes for particular subject fields and many of which are available on loan for two weeks. Our policy is to acquire all significant English language publications and bilingual or multilingual items with English as one of the languages.

The purpose of this paper is to report on a small telehealth pilot in local authority sheltered housing in NE England. This explored the training and capacity building needed to develop a workforce/older person, telehealth partnership and service that is integrated within existing health, social care and housing services.

A qualitative case study approach on the implementation and deployment of a pilot telehealth service, supporting sheltered housing tenants with Chronic obstructive pulmonary disease (n=4).

Telehealth training and capacity building, needs to develop from within the workforce/older person partnership, if a usable and acceptable telehealth service is to be developed and integrated within existing health, care and housing services. To be adaptable to changing circumstances and individual need, flexible monitoring is also required.

Service users and workforces, need to work together to provide flexible telehealth monitoring, that in the longer term, may improve service user, quality of life.

The pilot explored a workforce/older person partnership to consider how to add and implement telehealth services, into existing health and housing services.