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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 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.

Female executives in the USA were surveyed to determine characteristics of and interactions of mentors and protégés. Questions focus on preparation for roles, selection process, gender issues, relationship of mentor/protégé, number of mentors each protégé has had, benefits to careers, and other relationships derived from mentoring. Major findings are that an individual who has been a protégé is more willing to become a mentor; that an individual who has had a mentor is more willing to enter subsequent mentoring relationships; and that more women are mentors today as compared with the number of women mentors ten years ago.

The aim of this paper is to describe the practical application of a reflective knowledge development lifecycle (KDLC) designed to be used by organisations reviewing their KM processes and capability. The KDLC had emerged from practical experience but had not been more widely validated. The present study seeks to provide a unique opportunity to test theory comprehensively against an exemplary case where both organisation and investigator were suited to the work.

A case study research strategy was used. Applying the theory in a practical setting, an environmental scientist used the model and associated knowledge representation and visualisation tools to find gaps in processes and design in the implementation of an organisation‐wide research framework.

Developing the knowledge repository highlighted inherent complexity among people, resources, research activities, operational tasks and communication outcomes. The study helped validate the KDLC's utility in ensuring alignment of organisational processes and strategy; demonstrating its useful application in a practical setting.

A replication across several organisations would help to refine the model beyond this critical test in a single organisation, while suggesting further practical recommendations.

The results of the study suggest that the KDLC is of value to practitioners in providing a check‐list approach for knowledge auditing, to theorists developing organisational KM models and those using test‐case strategies. The outcomes will particularly interest information and environmental professionals involved in establishing adaptive management projects.

The purpose of this paper is to examine the usability of the Cultural Framework Analysis Process, a strategy designed to examine cultural factors in mentoring endeavors and to identify whether there are patterns of cultural elements that served to hinder or facilitate mentoring programs across a variety of organizations and contexts. The process also involves identifying methods for overcoming the barriers and enhancing the facilitating factors.

Graduate students in a class on mentoring were given an assignment to analyze a mentoring program using the Cultural Framework Analysis Process. They were also asked to share their most significant learning outcomes. Data were gathered by two student groups over a two-year period. Researchers determined the usability of the analysis process by evaluating the quality of the student submissions. They aggregated the data and conducted a content analysis on the facilitating and hindering factors to determine commonalities and the lessons learned.

The Cultural Framework Analysis Process appears to be a useful tool in examining and dealing with cultural elements in mentoring programs and relationships. The barriers and facilitating factors were closely related to one another. The five barriers to success were matching processes; mentee attitude toward matching; lack of organizational support; static or closed organizational culture; and organizational or community culture. The five factors that facilitated mentoring endeavors were: comprehensive and flexible matching; mentee/mentor attitudes; training; organizational culture and demonstrated commitment; and a focus on mentees.

The ability to examine the cultural elements in the context of mentoring is vital in assuring mentoring success. Having a description of how the process was conducted should be of value to those wanting to engage in similar analyses. The findings related to the factors identified should help guide those engaged in mentoring endeavors to become more aware of elements to consider and deal with as they create and operationalize their programs.

There is a need to enhance the knowledge about the cultural factors involved in mentoring programs and relationships. This research study expands the understanding and presents findings about barriers and supports to mentoring that have not been previously reported. It also provides a mechanism for others to conduct similar analyses as they develop, implement and research mentoring endeavors.

The purpose of this paper is to understand the dilemmas facing Hong Kong vice-principals in discharging their roles and to further explore their engagement in informal mentoring as a coping mechanism in the absence of a structured professional development program.

The qualitative study was conducted in the form of in-depth face-to-face, loosely structured individual interviews with ten informants from a variety of personal and school backgrounds, contributing to a set of data that unveiled the basic themes.

Three dilemmas facing Hong Kong vice-principals were identified: juggling administrative work with teaching, standing by management or siding with peer teachers, and forced innovation vs omnipresent conservatism. The findings also suggested that the informants tended toward external resources intentionally with a view to gaining emotional support as well as professional stimulation. They also engaged in informal mentoring, which took the form of observing principals’ behaviors, joining support groups organized by school governing bodies, and enrolling in academic programs offered by universities and/or professional bodies, as a way to resolve the dilemmas.

Informal mentoring has been identified as an effective approach for Hong Kong vice-principals to acquire the skills and knowledge needed to overcome workplace challenges and the feelings of loneliness experienced upon changing their role. The findings point to the importance of formalizing mentoring in vice-principal development programs.

This study is the first of its kind to explore the impact of informal mentoring on vice-principals in Hong Kong where both dual-career track systems and a structured mentoring programs are missing.

Presents some observations from both mentors and protégés who have been involved in a formal mentoring programme at the National Institute of Education in Singapore. Data showed that the mentor/protégé relationship is best initiated in an informal environment away from the school, that mentors should clearly communicate their expectations, that mentoring relationships move through developmental and interpersonal stages, and that the benefits of the relationship are reciprocal for the mentor, protégé, the organization, and the system. Presents some suggestions for mentoring programmes in their early stages of development.

This paper explores the value of informal and formal mentoring for the preparation of senior administrative ranks in the public sector. Through the construction of a conceptual framework identifying essential features of mentoring roles, qualifying characteristics, relationships, and stages, and a consideration of the organizational conditions under which it is more likely to succeed, planned mentoring programs and their administrative implications are evaluated.

Reflects on the practice of mentoring from a practitioner′s perspective. Explores the strengths of mentoring programmes and notes these far outweigh some of the limitations which might exist. Draws attention to some important issues such as planning, training, and appropriate matching of mentors and protégés which must be considered by schools and districts with an interest in mentoring if these programmes are to achieve success.

The purpose of this paper is to examine the perceived efficacy of a US-based national principal mentor training program.

A sample of 370 protégés who received services from principal mentors in a national mentor internship program were invited to complete an electronic survey. Responses were obtained from 54 protégés.

The 54 respondents rated the mentor program highly, indicating that mentors were well prepared, good listeners, and instrumental in strengthening their instructional leadership.

This study provides preliminary information on the perceived efficacy of the program. To more fully understand the needs of new principals and the value of varying mentor approaches, follow-up interviews, a research design that provides for data to be disaggregated by specific mentor trainers and dates/locations of training sessions, and comparative data from protégés supported by mentors prepared by other programs are needed.

Protégés reported high job satisfaction and recommended the program to others.

New principals reported that the principal mentoring was critical to their adjustment and success during their first year. This is the only known principal mentor program requiring a nine-month internship. The outcomes revealed the value of evaluating perceptions of protégés for continuous quality improvement.

Studies uniformly portray the assistant principal (AP) position as challenging given a number of systemic issues that negatively impact job satisfaction and performance. Mentoring has been proposed as a way to redress these problems. The purpose of this paper is to illuminate an alternative to traditional mentoring and make recommendations for how to utilize this approach in supporting APs and principal interns.

The authors employ a retrospective and conversational approach, sharing incidents and interactions from their professional experience and making connections to existing research literature. The authors explain the relevance of three concepts developed in relational cultural theory (RCT) including: interdependent self-in-relation, growth-fostering interactions, and an exploration of systemic power.

The narrative exposes the ambiguity of school leadership and its toll, as well as how relational mentoring facilitates integration and making sense of challenging experiences for improved coping. Barriers in communication are described and the ways relational mentoring addresses these weaknesses by building trust, recognizing the expertise of mentor and protégé, and encouraging protégé empowerment and judgment.

Potential research limitations such as inaccuracies in recall, reliance on a single method, and hindsight bias are recognized and addressed to reduce their threat.

RCT may provide ways to develop and structure more effective mentoring programs and educate both aspiring leaders and their mentors in their work together to provide for leadership development.

Improved mentoring practices have the potential to help APs socialize into the role more quickly and become more effective school leaders.

The authors describe the use of RCT in a new context. The paper provides insights and guidance for APs, principals, principal interns, and leadership preparation faculty to offer a pathway on which to prepare the next generation of school leaders equipped with the desired competences and experiences to transform schools.