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1 – 10 of over 2000
Article
Publication date: 2 May 2023

Jun Yin

This study aims to investigate the relationship between mentors’ paradox mindset and career mentoring directly and indirectly through self-efficacy and work engagement, drawing…

Abstract

Purpose

This study aims to investigate the relationship between mentors’ paradox mindset and career mentoring directly and indirectly through self-efficacy and work engagement, drawing insights from attachment theory.

Design/methodology/approach

A serial mediation model was tested using survey data from 297 employees working in a bank company in China.

Findings

Paradox mindset had a significant indirect effect on career mentoring through self-efficacy and work engagement, self-efficacy had a significant indirect effect on career mentoring through work engagement, and paradox mindset had a significant indirect effect on career mentoring through self-efficacy and work engagement.

Practical implications

The results offer practical insights for human resource managers by investigating how mentors’ mindsets affect their psychological states and behaviors. By training and developing mentors’ paradox mindset, mentors can better deal with tensions with a high level of self-efficacy and work engagement in the increasingly changing and demanding work environment and foster functional mentoring relationships.

Originality/value

Findings of this study provide fresh insights into the relationship between individual differences and mentoring relationships by uncovering the critical role of paradox mindset in enhancing self-efficacy and work engagement. Moreover, the interaction of mentors’ paradox mindset and self-efficacy advances previous studies on attachment theory by investigating the underlying mechanisms of mentoring relationships involving affectionate or emotional factors.

Details

European Journal of Training and Development, vol. 48 no. 3/4
Type: Research Article
ISSN: 2046-9012

Keywords

Open Access
Article
Publication date: 16 May 2023

Angelia Reid-Griffin, Jessica Croson, Samantha Fisher and Nicolette Lopez

Studies have shown that science, technology, engineering and mathematics (STEM) careers remain to be one of the areas where there is considerable job growth (Lacey & Wright, 2009;…

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Abstract

Purpose

Studies have shown that science, technology, engineering and mathematics (STEM) careers remain to be one of the areas where there is considerable job growth (Lacey & Wright, 2009; National Science Board, 2010; Singh et al., 2002). However, in many rural regions, science teachers still find it challenging to motivate adolescents to develop an interest in these fields or pursue opportunities in STEM at their schools or in their communities. In exploring a distinctive way to motivate students from rural regions to develop and maintain a STEM mindset, the authors provided students opportunities to participate in programs within their communities to increase their interests in STEM. The authentic STEM learning experiences, “at no cost” for the high school students, helped them focus on cognitive and social abilities as they engaged in experiences developing identities as pre-STEM professionals. This paper reports on how the authors were able to develop research through the support of the professional development system at the university.

Design/methodology/approach

The authors explored the experiences of the high school students and parents as they engaged in the Science Olympiad events, community volunteering and mentoring projects over three years in the southeastern United States. A total of 50 high school students participated from the Science Olympiad team from ethnic backgrounds: Hispanic/Latino Americans (55%), African Americans (10%) and White Americans/Caucasians (35%) participated. The high school students and parents were asked to participate by completing required permissions and also completing pre- and post-surveys to help understand their reasons for participating in the activities. At the end of the semester, an interview was conducted with participants to better understand their experiences with working on the team and their STEM perspectives. Parents and guardians of the high school students were also asked to share their thoughts about their children participating in these activities through indirect conversations. The school partnership teacher, also Science Olympiad co-coach, invited high school students to participate in additional STEM activities throughout the school year through the university partnership.

Findings

The pre- and post-survey responses provided insight to researchers about the “lived experiences” of the students as they developed a STEM mindset. Analysis of data indicates students’ interests in STEM and working with youth increased as a result of the STEM opportunities. To help in increasing their interests, additional opportunities are needed for these youth to engage in STEM tasks and mentoring. The professional development system (PDS) creates the space for these opportunities to take place, leading to new knowledge for learning and “boundary-spanning roles” for school-university faculty to discover and experiment new ideas that “transcend institutional settings” (National Association for Professional Development Schools, 2021).

Research limitations/implications

Additional research is needed in helping high school students develop a STEM mindset as they participate in volunteer STEM experiences. The survey tools should be revised to address the specific STEM activities that the students participate in during the year. In addition to feedback from the youth and parents using focus group interviews or other defined survey instruments.

Practical implications

The school-university partners continue to explore the successes and challenges of the collaborative effort. Disruptions in the collaborative effort such as school closures due to severe weather and the pandemic have resulted in cancellations of STEM opportunities for high school students. Despite challenges, this collaborative effort continues with an additional focus on STEM learning.

Social implications

Suggested research may involve investigating parental involvement strategies that increase the likelihood of actual high school student attendance during out-of-school time activities, such as community STEM fairs, competitions and summer STEM camps. Use of focus group interviews provided students setting to talk freely.

Originality/value

Through a new initiative established by the PDS at the university, “PDS Master Teachers,” the school-university faculty were invited to participate and engage in purposeful, intentional professional learning and leading to enhance the quality of the experiences for teacher candidates (Professional Development System, Watson College of Education at the University of North Carolina Wilmington, 2022). This innovative program inspired the school-university faculty to reflect on practice and create new approaches to expand STEM learning in the school and community. Through this collaborative effort, the following National Association for Professional Development Schools (NAPDS) Nine Essentials were addressed: Essential 2: Clinical Preparation; Essential 3: Professional Learning and Leading; Essential 4: Reflection and Innovation; Essential 5: Research and Results; and Essential 8: Boundary-Spanning Roles (National Association for Professional Development Schools, 2021). The University’s PDS comprehensive approach to professional learning and its dedication to providing a space for all to engage in reflective practices for professional growth provided the required support for this project.

Details

PDS Partners: Bridging Research to Practice, vol. 18 no. 1
Type: Research Article
ISSN: 2833-2040

Keywords

Article
Publication date: 4 November 2014

Linda J. Searby

The purpose of this paper is to define and describe the mentoring mindset in a protégé. The central research question was: What constitutes a mentoring mindset in a protégé who is…

Abstract

Purpose

The purpose of this paper is to define and describe the mentoring mindset in a protégé. The central research question was: What constitutes a mentoring mindset in a protégé who is poised to receive maximum benefits from a mentoring relationship, as described by the mentor?

Design/methodology/approach

A phenomenological approach was used to conduct this study. Interviews were conducted with veteran school principals who were trained mentors, assigned and paired with newly appointed principals for a year of mentoring. The identification of the phenomenon of the mentoring mindset of the protégé was derived from the mentors’ perspectives of their protégés’ behaviors, dispositions, attitudes, and competencies, as they were conveyed in the research interviews.

Findings

A definition of the protégé's mentoring mindset was created after analysis of the interview data, and indicators of the presence and absence of the mindset were formulated into a Protégé Mentoring Mindset Framework that provides information on protégé competencies. The protégé with a mentoring mindset takes initiative, possesses a learning orientation, has a goal orientation, is relational and reflective. Conversely, the protégé who does not have a mentoring mindset lacks initiative, lacks a learning orientation, a goal orientation, and is not relational or reflective.

Research limitations/implications

One limitation of the study is that it only gathered the perceptions of the mentor, but the protégé is the one being described. This, however, is consistent with other studies of protégé competencies. The study was conducted with a specific population (school principals) in a southern state of the USA. Hence, it cannot be assumed to be generalizable to other populations or fields of study. Replication of this research in other settings is suggested, so that the Framework can be further affirmed, disconfirmed, or augmented. Implications of this research could be that the Mentoring Mindset Framework can be used for considering the varied competencies of the protégé, and can be used in both mentor and protégé training.

Originality/value

To this researcher's knowledge, there has not been a Protégé Mentoring Mindset Framework of competencies created in mentoring research.

Article
Publication date: 8 November 2018

Z.W. Taylor and Victoria G. Black

The purpose of this paper is to explore how postsecondary mentoring programs address mentee dispositions prior to the mentee entering the reciprocal relationship, particularly…

Abstract

Purpose

The purpose of this paper is to explore how postsecondary mentoring programs address mentee dispositions prior to the mentee entering the reciprocal relationship, particularly which mentee dispositions are valued across mentoring program types, including peer, community-to-student, faculty-to-student and faculty-to-faculty programs.

Design/methodology/approach

This study employed quantitative content analysis to examine 280 institutional US postsecondary mentoring websites across four different institution types (public, four-year; private, four-year, non-profit; private, four-year, for-profit; public, two-year) and four different mentoring program types (peer or student-to-student, community-to-student, faculty-to-student and faculty-to-faculty programs). Grounded coding strategies were employed to generate these four mentoring program types, supported by extant research (Crisp et al., 2017).

Findings

Of 280 mentoring programs, 18.6 percent articulated mentee dispositions prior to entering the reciprocal relationship. When mentoring programs did address mentees, most programs articulated mentor duties aligned with mentee expectations (47.5 percent of programs) and program outcomes for mentees (65.7 percent of programs) rather than what the mentee can and should bring into a reciprocal relationship.

Research limitations/implications

This study is delimited by its sample size and its focus on institutional website content. Future studies should explore how mentoring programs recruit and retain mentees, as well as how website communications address the predispositions and fit of mentees within different types of mentoring programs.

Practical implications

This study provided evidence that many postsecondary mentoring programs in the USA may not be articulating programmatic expectations of mentees prior to the mentoring relationship. By failing to address mentee predispositions, mentoring programs may not be accurately assessing their mentor’s compatibility with their mentees, potentially leading to unproductive mentoring relationships.

Originality/value

This study affirms extant research (Black and Taylor, 2017) while connecting mentor- and coaching-focused literature to the discussion of a mentee dispositions scale or measurement akin to Crisp’s (2009) College Student Mentoring Scale and Searby’s (2014) mentoring mindset framework. This study also forwards an exploratory model of mentoring program inputs and outputs, envisioning both mentor and mentee characteristics as fundamental inputs for a mentoring program rather than traditional models that view mentors as inputs and mentee achievements as outputs (Crisp, 2009; Searby, 2014).

Details

International Journal of Mentoring and Coaching in Education, vol. 7 no. 4
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 1 December 2005

Michael H. Shenkman

Succession is a stated priority for many CEOs. Yet, many executives let the time it takes to select and groom a successor slip away. Shenkman shows why this happens: mentoring

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Abstract

Succession is a stated priority for many CEOs. Yet, many executives let the time it takes to select and groom a successor slip away. Shenkman shows why this happens: mentoring, the best method of developing in‐house talent, take a completely different mindset from the one executives use to drive results and success in an organization. Mentoring requires attentive, slow and subtle listening skills, forgiving (even fostering) mistakes, and bringing bad news. None of these are skills fostered in the production‐oriented drive toward managerial prowess. Adapting observations detailed in his book, The Arch and the Path: The Life of Leading Greatly, Shenkman applies lessons garnered from more than 25 years in executive coaching and mentoring, as well as detailed research on the dynamics of becoming, discovering and cultivating leaders. The only way for executives to shift to a mentoring mindset is to add a new skill: that is, learn mentoring and practice it.

Details

Handbook of Business Strategy, vol. 6 no. 1
Type: Research Article
ISSN: 1077-5730

Keywords

Article
Publication date: 5 January 2015

– This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

Abstract

Purpose

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

Design/methodology/approach

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Findings

It has been claimed that principal leadership accounts for about 20 per cent of the school’s impact on student achievement, second only to the impact of teachers. The last decade has brought increased accountability pressures on principals, along with demands to demonstrate instructional leadership that results in continuous improvement in student outcomes. In fact almost all studies about successful school improvement point to the need for strong, academically-focussed principal leadership. New principals, however, are often “thrown in at the deep end”.

Practical implications

The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

Originality/value

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Details

Development and Learning in Organizations: An International Journal, vol. 29 no. 1
Type: Research Article
ISSN: 1477-7282

Keywords

Article
Publication date: 5 December 2016

Patricia Susana Pinho Castanheira

The purpose of this paper is to review and highlight key findings, themes and ideas from selected published academic papers on mentoring in education, with a specific focus on how…

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Abstract

Purpose

The purpose of this paper is to review and highlight key findings, themes and ideas from selected published academic papers on mentoring in education, with a specific focus on how mentoring can foster the professional learning and development of educators at all stages of their professional development.

Design/methodology/approach

The author conducted a literature review of all the papers published in the International Journal of Mentoring and Coaching in Education, from Volume 1, Issue 1 (2012) to Volume 4, Issue 4 (2015), that contained the word “mentoring” in either the title, abstract and/or keywords and with a discussion of mentoring in the main text. In total, 37 papers were analysed in order to create a meta-synthesis of the primary findings.

Findings

The findings present factors that foster mentoring success or failure. The purposes and components of mentoring programmes are diverse and contextually bound. Additionally, there is a tendency to view mentoring as a developmental relationship in which the mentor shares knowledge and expertise to support the mentee’s learning and professional development.

Research limitations/implications

As this meta-synthesis literature review is focussed on articles published in a single journal on mentoring, it has limited scope. However, the range of countries in which the authors of the reviewed empirical studies reside (13 countries), and the diversity of papers included in this review allowed the author to summarize and synthesize unique information for researchers and practitioners who are seeking to understand the process, outcomes and issues related to mentoring for the professional development of educators.

Practical implications

The review provides information for those seeking to study and implement mentoring programmes. It focusses on mentoring for professional development of educators, identifies primary concepts in the literature reviewed and highlights new research areas in mentoring in education.

Originality/value

This literature review discusses mentoring definitions from 37 different papers and contributes important knowledge to produce a picture of the intricacy of mentoring. Complex issues linked with mentoring are addressed, generating a critical systematization of mentoring research likely to have a lasting influence in the field.

Details

International Journal of Mentoring and Coaching in Education, vol. 5 no. 4
Type: Research Article
ISSN: 2046-6854

Keywords

Open Access
Article
Publication date: 6 June 2023

Seden Eraldemir Tuyan

This paper presents the results of my learning using my expertise in teacher-research mentoring to address the needs of pre-service teachers and the requirements of the action…

Abstract

Purpose

This paper presents the results of my learning using my expertise in teacher-research mentoring to address the needs of pre-service teachers and the requirements of the action research course in English language teaching. It reflects on the different procedures of my mentoring model, enriched by the dialogic research mentoring strategies informed by Freire's dialogic pedagogy.

Design/methodology/approach

Through this first-person action research, the author aims to improve her teacher-research mentoring practice. As an inquiry into her own actions, the author examines her experiences, her understanding of them, and the potential meaning for her work as a teacher-research mentor during the two years she tutored the action research course. The author explores the procedures of the mentoring model she developed and the effectiveness of dialogic research mentoring in promoting critical consciousness and taking positive action in pre-service English language teachers.

Findings

Effective actualization of the teacher-research mentoring process facilitates mentors' refinement and understanding of their roles during teacher-research mentoring. Perceived barriers can be overcome by adopting nine relevant strategies, which can be grouped into three themes: community-building, nurturing competencies, and fostering growth. Accordingly, the research mentoring model incorporates these strategies.

Originality/value

The insights enriched the existing knowledge of the dynamics of mentoring in general and of teacher-research in particular. Additionally, the study offers strategies developed based on my informed actions as the researcher to attain more effective outcomes during the research mentoring process.

Details

International Journal of Mentoring and Coaching in Education, vol. 12 no. 3
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 29 August 2023

Anubhuti Saxena

The aim of the article is to explore how mentoring can act as a strategy for developing talent of the emerging young workforce, which predominantly comprises Gen Y and Gen Z.

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Abstract

Purpose

The aim of the article is to explore how mentoring can act as a strategy for developing talent of the emerging young workforce, which predominantly comprises Gen Y and Gen Z.

Design/methodology/approach

This briefing is authored by an independent writer who provides insightful commentary and contextualizes the articles.

Findings

To gain a competitive edge, firms must adapt to modern ways of Talent Development that foster a passion for work among new hires. Modern ways of mentoring such as Reverse Mentoring, Group Mentoring, Distance Mentoring or Anonymous Mentoring, Flash Mentoring or Speed Mentoring, Peer Mentoring can enable employers to be proactive in managing talent and foster better intergenerational relationships at the workplace.

Practical implications

As Gen Y and Gen Z are redefining workplace norms, it is crucial for HR partitioners to find out new ways to align the entire HR function with the needs of these tech-savvy generations and ensure they can perform to their potential. This study sheds light on various Mentoring methods, which managers can use to transform conventional approaches to Talent Development.

Originality/value

The briefing streamlines the reading process for busy executives and researchers by curating the most relevant information and presenting it in a concise and user-friendly format, allowing them to save time and quickly absorb key insights.

Details

Development and Learning in Organizations: An International Journal, vol. 38 no. 1
Type: Research Article
ISSN: 1477-7282

Keywords

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