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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…
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?
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.
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.
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.
To this researcher's knowledge, there has not been a Protégé Mentoring Mindset Framework of competencies created in mentoring research.
– The purpose of this paper is to measure students’ willingness to mentor their peers and explores key factors to student peer mentoring effectiveness.
The purpose of this paper is to measure students’ willingness to mentor their peers and explores key factors to student peer mentoring effectiveness.
The paper uses a hybrid research methodology consisting of a survey and a focus group discussion. The survey was conducted with students of a bachelor of commerce (BCom) program of a North American university to analyze the impact of organizational culture and altruism on their willingness to mentor their peers. The focus group discussion was carried out with students of the same program to explore the objectives, focus, and factors contributing to their willingness to mentor and to peer mentoring effectiveness.
Organizational culture and altruism significantly affect students’ emotional and intentional willingness to mentor their peers. Peer mentoring can help students prepare their transition from high school to university, guide them through university programs, and help them prepare their transition from university to workplace. Critical factors to peer mentoring effectiveness include a good fit between mentors and mentees, a reasonable ratio of mentor to protégés, and an understanding of and a willingness to address each student's specific needs.
Business schools should embrace and promote a culture of mutual help, look for altruistic students as prospective peer mentors, and promote voluntary student peer mentoring. A mentoring program should be flexible enough to meet each student's needs. Attention should be paid to finding a good fit between mentors and protégés. Communication should focus on the benefits of student peer mentoring for mentors and protégés.
This research brings empirical evidence on peer mentoring by testing and confirming the impact of altruism and organizational culture on students’ willingness to mentor their peers. It also provides practical insight to business schools for implementing student peer mentoring programs.
The purpose of this paper is to describe the origins, members, activities, and influence of the Ratio Club, a British cybernetic dining club that met between 1949 and…
The purpose of this paper is to describe the origins, members, activities, and influence of the Ratio Club, a British cybernetic dining club that met between 1949 and 1958. Although its membership included some of the best known British cyberneticists, such as Grey Walter and Ross Ashby, along with pioneering scientists such as Alan Turing, the club is poorly documented, and its significance is difficult to establish from published sources.
The approach involved the consultation and analysis of unpublished material in both private and public archives in the UK and the USA, coupled with interviews with surviving members, guests, and contemporaries.
The Ratio Club grew out of a distinctively British strand of cybernetic activity that was mainly fuelled by the deployment of biologists to engineering activities during the Second World War. It was also strongly influenced by the approach of the psychologist Kenneth Craik. Although members were keenly aware of contemporary American developments, such as Wiener's approach to the mathematics of control, and the psychological and sociological concerns of the Macy Conference, the emphasis of the club was on the application of cybernetic ideas and information theory to biology and the brain. In contrast to the wide influence the later Macy conferences exercised through their published transcripts, the Ratio Club influenced its core disciplines though its members, several of whom became prominent and effective advocates of the cybernetic approach.
This is the first journal paper to give an authoritative, detailed, and accurate account of the club's origins, activities, and importance.
This article presents a General Theory of Social Systems. This general theory proposes a model and method for the design, behaviour, and development of social systems. The model advanced is an exposition of the universal composition of social systems in three‐dimensions. The accompanying prescribed method offers dissection and analysis of past, present, and planned systems from Micro to Meta scales in isolation and relation to external systems.
Recognizes the inherent conflict between multinationals’ (MNEs’) need to respond to local markets while using global integration to achieve economies of scale; and…
Recognizes the inherent conflict between multinationals’ (MNEs’) need to respond to local markets while using global integration to achieve economies of scale; and outlines relevant research from the fields of both economic and organizational theory. Criticizes the process approach based on normative theory and suggests that loose coupling theory is a more practical way of looking at MNEs. Discusses the application of these ideas to their management and identifies seven behavioural characteristics of loosely coupled systems (Weick). Links these to Doz and Prahalad’s (1991) criteria for assessing the applicability of organizational theory to MNEs. Considers the research implications and believes that MNE organization will eventually be seen, not as a special case, but as a general model.