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One of the two main tasks of innovation leadership, a practice to inspire and enable creativity and innovation in organisations, is to construct a creativity-enabling organisational environment. One form of this main task is using developmental interactions, like mentoring, as innovation leadership practices. A hackathon is one type of innovation contest with three designed phases: pre-hackathon, hackathon event and post-hackathon, involving multiple stakeholders with distinct roles, such as hackers and mentors. In a hackathon, the central activity of mentors is to support the hackers’ innovation process, especially in idea creation and concept development. The mentor role has not been focal in hackathon studies; thus, this chapter addresses the role, impact, and ways to acknowledge the mentors as an integral, contributing innovation leadership practice in hackathons. As an empirical study, this chapter presents the results of a public sector case in a Swedish multi-disciplinary municipality conducting intra-organisational hackathons in three different collocations. The chapter contributes to the literature on innovation leadership at the team level with mentorship in innovation contests in the public sector context by revealing the dual-role tension of innovation leadership in mentor activities in the hackathon event phase from both the hackers’ and mentors’ viewpoints, and the necessity of mentor-benefitting training in pre-hackathon phase.

This chapter discusses the distributed, volunteer nature of an information delivery cooperative which became formally designated as the IDS Project and how a “coalition of the willing” has been able to move the resource sharing community forward on a national scale through innovations in training, support, and technology. The authors use a case study approach to highlight some of the major accomplishments of the IDS Project, such as the Article Licensing Information Availability Service (ALIAS), IDS Search, the Mentor Program, and the Regional Users Groups. The team-based structure of the IDS Project allows for groups to work independently and from multiple locations while still creating a synergistic result through the combination of community and innovation. Distributed teams often provide enriched user skills for the group but often cause difficulties due to the distance, communication, and differing requirements of the different local institutions. The IDS Project’s use of technology and periodic face-to-face meetings has reduced the issues with distributed teams and created highly effective working groups. These groups, such as the mentors and the Technology Development Team, have provided excellent service and training to the member libraries. Through the use of the Best Practices Toolkit, the Getting It System Toolkit, ILLiad Addons produced by IDS, and other national services, the IDS Project has made it possible for libraries that use ILLiad to benefit from its developments.

Organizations have become increasingly interested in developing their human resources. One tool that has been explored in this quest is mentoring. This has led to a surge in mentoring research and an increase in the number of formal mentoring programs implemented in organizations. This review provides a survey of the empirical work on mentoring that is organized around the major questions that have been investigated. Then a conceptual model, focused on formal mentoring relationships, is developed to help understand the mentoring process. The model draws upon research from a diverse body of literature, including interpersonal relationships, career success, training and development, and informal mentoring. Finally, a discussion of critical next steps for research in the mentoring domain is presented.

The purpose of this chapter is to highlight the importance of including emotional intelligence training with programs related to providing mentorship to others. Formal mentoring programs, established with specific goals and objectives, need foundation work for context in order to be successful. This chapter pulls from professional literature, important basic components of both emotional intelligence skills and attributes for successful mentoring. By demonstrating the relationship between emotional intelligence and mentors who are successful, future programs and activities within the workplace regarding formal mentorship structures can be influenced positively. There is a relationship between having good emotional intelligence skills by people who mentor and being successful within the mentoring relationship. Mentors who are more self-aware of their own emotions are more likely to manage a mentoring relationship more positively and with better outcomes. Library and information science professionals are undergoing tremendous change within the professional environment, the establishment of mentoring networks can greatly influence professional turnover. The opinions and concepts presented from professional literature has been used and adapted by the author in various workshops and presentations. It is this practitioner’s opinion that any formal mentoring program should start with providing a foundation of emotional intelligence skills for the mentors.

This chapter describes an undergraduate peer-to-peer mentoring program, UniMentor, at a regional Australian university, which aims to support students in equity groups. Key benefits identified are: enhanced retention rates; improved academic performance; and strengthened social networks. While the focus is on commencing students (mentees), significant positive outcomes for third-year mentors are also apparent. Internal and external challenges that may influence access to mentoring among students include shifting institutional support and roles and curriculum change. Enablers include training, clarity of purpose, strong support networks, and fostering student sense of ownership. The effect of disciplinary culture on uptake and effectiveness of mentoring is also important. Overall, the program compares well against published frameworks of successful student mentoring. Nevertheless, critical questions remain regarding the effectiveness of general versus targeted mentoring programs for students in equity groups.

Intangible resources are recognized to hold the potential leading to a competitive advantage. Understanding how such resources are developed is, therefore, equally important. Certainly, a leader's job includes the development of intangible resources. One increasingly important area in the development of managerial expertise is a strategic organizational competence. Managerial expertise is the attainment of having master managers throughout the organization. For managers, such master manager skills include not only knowing what to do, why to do it, and how to do it; but, also knowing when to do it. On-the-job experiences often translate into tacit knowledge in areas as they relate to specific productivity tasks, however, knowing what, why, how, and when with management skills are more problematic. This is even more problematic when the skill development program is left up to the individual manager. When should one seek additional training on a regular basis? When can one forgo routine training and only occasionally brush up one's skills through training? The costs of training continue to increase and make the need to determine cost-effective training programs more important than ever before. This paper addresses the combining of assessments into a joint understanding of managerial expertise levels. It presents the results of assessment for several supervisory nursing staff in two hospital departments and the use of these assessments in communicating needed personal improvement plans.

This chapter presents an integrated model of principal preparation featuring full-time internships and enquiry-based coursework. The development of the full-time internship component is the result of an award of a US DoE School Leadership Program grant in 2008 to expand and enhance the Ritchie Program for School Leaders, a collaborative principal preparation program between University of Denver and Denver Public Schools. The integration of Shulman’s (2005) model of practical, cognitive, and moral apprenticeships for professional education provided the foundation of the design and implementation of full-time internships through this collaborative partnership for principal preparation. Collaboration among interns, host principals, district leadership, and university faculty provides the focus, means, and structures of learning. This chapter describes the evolution of the Ritchie Program for School Leaders through features and initial impact of full-time internships and offers lessons learned about mentoring aspiring leaders.

Purpose: This chapter aims to critically explore the nature of mentoring initiatives through the conceptual lenses of social capital and communities of practice offering a distinctive understanding of talent management (TM) innovations in the international hospitality industry.

Methodology/approach: It achieves its aim through identifying and analysing current mentoring initiatives operating in the international hospitality sector, and scrutinises how they provide a sector level approach to TM challenges.

Findings: Industry level mentoring initiatives emerge as TM innovations connecting employees within networks across the international hospitality sectors. Mentoring creates bonds and bridges between senior and junior employees beyond their own workplaces, connecting them to the industry and supporting TM by enhancing the identification of opportunities and the recognition of talent. These initiatives also act as learning communities where contemporary TM dilemmas can be explored by participants from diverse backgrounds and between generations.

Research limitations/implications: The findings rely on the identification and exploration of publically available data, and therefore future primary data collection would yield richer insights into the experiences of stakeholders of these mentoring initiatives as TM innovations.

Social implications: Mentoring initiatives can exemplify innovative ways of supporting TM and addressing diversity and inequality issues in fragmented and dispersed sectors, such as the international hospitality industry.

Originality/value of paper: The exploration of contemporary mentoring initiatives in the international hospitality industry identifies the value of cross-industry TM innovations stretching beyond stakeholders, such as educators, employers and policy-makers. It identifies mentoring initiatives as mechanisms for creating bonds and bridges between those industry aspirants at various career stages where diversity and inclusion may be a challenge in a fragmented and dispersed sector.

This chapter presents digital reverse mentoring as a novel kind of human and technological resource management intervention. It presents a case study of digital reverse mentoring at a large metal multinational. It highlights the various design elements of digital reverse mentoring that contribute towards achieving digital transformation and rebuilding of mindsets in the company. Through the case study the chapter also suggests that HRM needs to look beyond adoption of technological tools to actively participate in addressing the strategic concerns of digital transformation in a company.