Search results
1 – 10 of 241This paper aims to explore why creating a mentoring culture can help to transform businesses and solve key recruitment, training and development and retention issues. It looks at…
Abstract
Purpose
This paper aims to explore why creating a mentoring culture can help to transform businesses and solve key recruitment, training and development and retention issues. It looks at what a mentoring culture is and the benefits and provides advice for companies on how to build this kind of culture.
Design/methodology/approach
This paper considers the approach taken by leadership coaching company The OCM to develop effective coaching and mentoring programmes which can contribute to organisational success in an ever-changing business environment. This paper explores current business challenges and how they can be overcome.
Findings
Creating a mentoring culture can transform a business. It can address many talent and leadership-based challenges and tap into the potential of knowledge transfer across a multi-generational workplace. The paper includes two case studies of organisations whose experiences of mentoring and coaching have been overwhelmingly positive and led to much-needed cultural shifts.
Originality/value
This paper attempts to raise awareness of the benefits of mentoring and coaching as an effective method for attracting, developing and retaining people and meeting the challenges of a modern workplace.
Details
Keywords
Thabang Donald Mokoena and Gideon Petrus van Tonder
This paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching.
Abstract
Purpose
This paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching.
Design/methodology/approach
The researcher adopted a positivist paradigm to explore the situation of concern. Quantitative research was conducted, involving the collection and analysis of numerical data. Two closed-ended structured questionnaires were utilised, derived from the 40-item self-directed learning readiness scale (SDLRS) developed by Fisher and King, and a pre-determined questionnaire by Glazerman focused on the first-year teaching experience, induction and mentoring of beginner teachers.
Findings
Beginner teachers merely relying on the knowledge obtained from their studies is insufficient to achieve a satisfactory level of self-directedness when starting a teaching career. Most beginner teachers faced significant challenges in their early years of teaching due to the absence of mentoring support. In addition, most indicated that they resume their teaching duties and rely on their district for general support, guidance and orientation. Finally, the results have shown that mentoring positively impacts beginner teachers’ self-directedness.
Research limitations/implications
The first limitation was that this study was narrowed to one South Africa University part-time B.Ed honours students working as beginner teachers in different provinces at primary and secondary schools. As a result, the findings of this research might be interpreted by some critics as one-sided and not representative of the views of most beginner teachers in South Africa who are working. The second limitation of this study is the sample size. In this study, 222 responses were received. As a result, the findings of this research might be considered not representative of the target sample size.
Practical implications
The presence and effective implementation of mentoring programmes in schools can positively impact beginner teachers' professional development and retention during their first years of teaching.
Social implications
We contend that our research holds significance for international readership as it aims to garner attention towards potential research endeavours in diverse settings concerning mentorship programs for beginner teachers, specifically promoting self-directed learning. Our research offers opportunities to compare our findings with studies conducted in more comprehensive, comparative contexts and foster research possibilities in broader, contrasting contexts.
Originality/value
Based on the findings of this research, the availability and effective use of mentoring programmes would significantly affect beginner teachers' self-directedness, improve their retention rate and alleviate their teaching challenges. This study was the first research on the perceptions of the influence of mentoring on the self-directedness of beginner teachers.
Details
Keywords
Jillian L. Wendt and Vivian O. Jones
Racially and ethnically minoritized (REM) women continue to be underrepresented in science, technology, engineering and mathematics (STEM) programs and careers. Peer mentoring is…
Abstract
Purpose
Racially and ethnically minoritized (REM) women continue to be underrepresented in science, technology, engineering and mathematics (STEM) programs and careers. Peer mentoring is one strategy that can support their participation. This study explores the experiences of Black women peer mentors in an online peer mentoring program at two historically Black institutions.
Design/methodology/approach
A qualitative case study approach was utilized to explore the impact of an online peer mentoring program on peer mentors' STEM self-efficacy, sense of community, STEM identity and intent to persist in STEM.
Findings
Analysis identified five themes relating to peer mentors' experiences in the program: (1) an “I can do this” approach: confidence and self-efficacy; (2) utility of like others; (3) “beacons of light”: intersecting and malleable identities; (4) skills development and (5) motivation and reciprocity. Further, challenges of the online relationship were shared.
Originality/value
The study contributes to the body of knowledge by demonstrating the utility of an online peer mentoring model among women mentors enrolled in STEM programs at two historically Black institutions. The findings support those who are historically marginalized in participating in and remaining in STEM.
Details
Keywords
Sihang Zhang, Xiaojun Ma, Huifen Xu and Jijian Lu
This paper seeks to investigate the differences in the teachers’ professional development (TPD) by mentorship in workplace. The authors examined the role of mentorship in the PD…
Abstract
Purpose
This paper seeks to investigate the differences in the teachers’ professional development (TPD) by mentorship in workplace. The authors examined the role of mentorship in the PD of teachers and conducted a meta-analysis of pertinent empirical data.
Design/methodology/approach
Using data from over 2,900 individuals, 66 experiments and 12 countries, the authors presented a meta-analysis of the association between workplace mentorship and TPD.
Findings
The authors concluded that mentoring activities could boost the TPD to some extent. It contributes positively to the discipline of science and language, kindergarten, individual mentoring and curriculum research. In addition, the periodicity should not exceed 1 year.
Research limitations/implications
The results of the meta-analysis are restricted to short-term mentorship activities, and the sample size is modest. Building upon the findings from the literature review and meta-analysis, the authors delineated a research agenda for prospective investigations. This includes an imperative for further exploration into the nexus between mentoring and the PD of educators.
Practical implications
Based on the available literature and meta-analysis findings, the authors developed a framework for the “Experts in the classroom” TPD pattern.
Originality/value
This is the first meta-analysis evaluating the association between mentorship and TPD.
Details
Keywords
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
Keywords
Anderson Betti Frare, Vagner Horz and Ana Paula Capuano da Cruz
This study aims to analyze the effects of socialization mechanisms (belief system and peer mentoring) on managers’ job engagement and their desire to have a significant impact…
Abstract
Purpose
This study aims to analyze the effects of socialization mechanisms (belief system and peer mentoring) on managers’ job engagement and their desire to have a significant impact through work, that is, the desire to substantially improve or facilitate the lives of others by performing their work. The study also examines the moderating role of organizational identification.
Design/methodology/approach
A survey was conducted with middle and lower-level managers at one of the largest banks in Brazil, the BankCo. The authors obtained a sample of 201 respondents and tested the research hypotheses with structural equation modeling. The authors also performed a complementary data analysis with fuzzy-set qualitative comparative analysis.
Findings
The results suggest that belief systems and peer mentoring directly promote job engagement and indirectly promote desire to have a significant impact to a better world through work (through full mediation of job engagement). The effects of job engagement on desire to have a significant impact through work are even greater when managers have high organizational identification. Finally, several causal combinations are sufficient for high levels of desire to have a significant impact through work.
Social implications
Beyond studies that examine how organizational mechanisms influence employee outcomes (e.g. performance), this study explores how socialization mechanisms can promote desire to have a significant impact through work. Thus, the authors demonstrate how organizational core values, mission statement and peer mentoring collaborate for managers to develop altruistic behavior, that is, directly related to other human values, such as empathy and ethics, being able to contribute to a world better.
Originality/value
This study developed and empirically tested a model that connects socialization mechanisms, job engagement, organizational identification and managers’ desire to have a significant impact through their work. Therefore, the paper provides insights into the relevance of socialization mechanisms for orchestrating managers’ proactive and altruistic behaviors.
Details
Keywords
Julia Anamaria Sisu, Andrei Constantin Tirnovanu, Cristina-Claudia Patriche, Marian Nastase and George Cristian Schin
This study explores the enablers of students “entrepreneurial intentions by identifying the factors that raise students” interest in embracing an entrepreneurial career.
Abstract
Purpose
This study explores the enablers of students “entrepreneurial intentions by identifying the factors that raise students” interest in embracing an entrepreneurial career.
Design/methodology/approach
Entrepreneurship education is increasingly attracting attention as a means of fostering entrepreneurial activity and creating a culture of innovation. Developing students' entrepreneurial intentions is critical to promote entrepreneurship. This research is built on a mixed method approach of partial least squares structural equation modelling and fuzzy-set qualitative comparative analysis.
Findings
The factors that influence students ‘entrepreneurial intentions are identified: business incubation programmes, non-reimbursable grants for entrepreneurial students, networking events to promote entrepreneurship, mentoring services, innovation labs for business idea validation and entrepreneurship courses. This knowledge can help develop effective entrepreneurship education programmes. The study also provides actionable insights for educational institutions and policymakers. It underscores the need for innovative educational platforms such as entrepreneurial bootcamps. It also highlights the value of advanced learning environments such as decision theatres to foster a culture of entrepreneurship and innovation.
Originality/value
The study contributes to the body of knowledge on entrepreneurship education. It highlights the need for a multidisciplinary approach to understand the factors that shape students’ entrepreneurial intentions.
Details
Keywords
Else Marie Lysfjord and Siv Skarstein
This study aims to examine nurses’ motivation for leadership and explore important challenges nurses face in leadership positions.
Abstract
Purpose
This study aims to examine nurses’ motivation for leadership and explore important challenges nurses face in leadership positions.
Design/methodology/approach
Semi-structured interviews were conducted with 20 nurses in leading positions. Thematic analysis was used to analyse the data.
Findings
Nurse leaders are recruited from clinical settings, and the transition process from clinical nurse to leader is demanding. Their motivation for leadership seems to be in human values and caring for others. Lack of strategic focus might be a challenge. Nurses in leadership positions emphasize the importance of good relationships with the staff and require an increased focus on strategic leadership.
Research limitations/implications
Studies have revealed the frustration associated with the role of a nursing leader. According to an evaluation of a clinical leadership development programme, nurses were found to be inadequately prepared for their roles. They had not experienced positive role models, they felt overwhelmed and they regarded colleagues and nursing management structures as unsupportive. There is a need for further research into effective measures to strengthen nurse managers.
Practical implications
The role of leaders has changed over time. There are now increasing requirements and objectives with regard to laws, action plans, improvement projects and cost-effectiveness. A nurse leader has both many tasks and great responsibility. Good leadership relies on skilled nurse leaders meeting statutory requirements in patient care and delivering good quality and patient-safe services. Engaging in process-oriented guidance, such as mentoring, is one way to become more aware of oneself as a professional leader (Mathena, 2002).
Originality/value
By identifying and understanding the specific challenges that nurse leaders face, this study can contribute to the development of interventions and strategies to improve leadership practices, thereby enhancing organizational effectiveness.
Details
Keywords
Addison Sellon and Lindsay Hastings
Applying traditional grounded theory techniques, the present research reanalyzed secondary data from four previously conducted studies to explore how generativity is manifested in…
Abstract
Purpose
Applying traditional grounded theory techniques, the present research reanalyzed secondary data from four previously conducted studies to explore how generativity is manifested in young adults.
Design/methodology/approach
A new conceptual model of generativity was developed to depict how generativity manifests among this age group.
Findings
This study's findings provide leadership educators with a refined approach to interacting with this construct while simultaneously increasing young adults’ potential ability to experience the benefits available to them through generativity at an earlier stage in their lives.
Originality/value
This study advances the field of leadership education by establishing foundational insight into the uniqueness of generativity’s development in young adulthood.
Details
Keywords
Maria Cristina Zaccone and Matteo Pedrini
Although the topic of inclusion has become a hot and unavoidable issue for organizations, research on how this topic is being addressed in companies is still almost nonexistent…
Abstract
Purpose
Although the topic of inclusion has become a hot and unavoidable issue for organizations, research on how this topic is being addressed in companies is still almost nonexistent. How do HR managers promote workplace inclusion? The objective of this study is to answer this research question.
Design/methodology/approach
The results are based on evidence that emerged during in-depth interviews conducted with 16 human resources professionals from the world of large-scale retail trade, as well as from the analysis of documents and reports produced by the companies in which the interviewed professionals work.
Findings
The findings reveal that the promotion of corporate inclusion is not only aimed at satisfying the need for belongingness and uniqueness. It is also aimed at satisfying two other types of human needs, namely, the human need to share and the human need to be impactful. In addition, the results reveal that HR professionals promote workplace inclusion through six initiatives that can be traced to two main ways in which inclusion is conceived.
Originality/value
Even though there is an extensive number of studies aimed at defining and measuring the construct of workplace inclusion, progress has not been made in understanding how HR professionals promote inclusion. This study covers this literature gap by bringing to light the existence of two main meanings associated by HR professionals to workplace inclusion: extensive inclusiveness and narrow inclusiveness.
Details