Mentoring and Developmental Relationships Research Papers (original) (raw)

This paper presents an explanation of mentoring case narratives, excerpts of case narratives, use of a structured protocol, and critical aspects of mentoring. Mentoring is contextually bound, with a variety of participants, settings, issues, needs, and time constraints, etc. An effective tool in capturing mentoring contexts is the case narrative. Case narratives are defined as stories in which dilemmas are described that characterize a mentoring context grounded in actual experiences or events. We recommend the construction of case narratives as a reflective strategy across the disciplines for use in mentoring. Mentoring is complex, often ambiguous, and yet, directly affects each of us. While there are numerous definitions of mentoring, it is defined in this paper as "having two or more individuals willingly form a mutually respectful, trusting relationship focused on goals that foster the potential of the mentee, while considering the needs of the mentor and the context in which they must function” (Kochan, 2002). This paper was written by five doctoral students and their professor in a graduate level course focused on mentoring. In the course, we purposively chose to engage in individual and collective inquiry about the practice of mentoring. Using an interdisciplinary perspective, we reviewed the literature, discussed personal mentoring experiences, wrote mentoring case narratives, and engaged in critical discussion. This paper presents an explanation of mentoring case narratives, excerpts of case narratives, use of a structured protocol, and concludes with what we collectively learned about mentoring.

We take empowerment from tasks to relationships by introducing the construct of psychological empowerment in the context of mentoring episodes. We introduce a new perspective for examining psychological empowerment, derived from a protégé’s perceptions of relational impact, developmental meaning, interpersonal competence, and relational self-determination arising out of relational mentoring episodes. Empowered protégés are expected to be more proactive in their careers. By applying an empowerment perspective to relational mentoring, we propose a conceptual model to investigate critical interpersonal processes and to discover more about how developmental relationships work. Finally, our aim is also to further our theoretical understanding of relational
mentoring episodes. This new direction holds exciting implications for career scholarship, human resource development (HRD) practitioners, and employees.

- by Amy Klemm Verbos
- •
- Mentoring, Mentoring and Developmental Relationships

The youth’s state of mental health and related high rates of depression worldwide is a growing concern, and Singapore is not an exception (National Youth Council, 2018; World Health Organization, 2018a). These emotional disorders not only affect the everyday functioning of the youths, but also impair their development into healthy adults. Some populations however, seem to be more vulnerable than others; and this is the case with Polytechnics students in Singapore who certainly need psychological support, mentoring and intervention. The PERMA theoretical model of well-being (Seligman, 2011), when translated into positive education interventions (Seligman, Ernst, Gillham, Reivich, & Linkins, 2009), is known to foster the overall psychological well-being of individuals and to contribute to their flourishing (Hoare, Bott, & Robinson, 2017; Norrish, Williams, O’Connor, & Robinson, 2013). This quasi-experimental study tested the effects of a 10-week mentoring programme for a group of Polytechnic students with the aims of enhancing their happiness, well-being and school life satisfaction. The participating students were recruited amongst the full-time students of a Polytechnic in Singapore. The participants self-selected themselves in either the experimental (n = 20) or the control group (n = 14) depending on their availability and desire to partake in the 10-week Positive Psychology Interventions. While there were no significant differences between the experimental and control groups, there were significant differences within each group. The results of paired t-tests showed more significant statistical improvements in the variables of Engagement, Meaning, Accomplishment and Student Life Satisfaction within the experimental group, as compared to the control group. The results of this study seemed to imply that the Positive Psychology Interventions need to be strengthened in terms of duration and reinforcement for the effects to be more visible and sustainable.

The primary purpose of this research was to find out what novice teachers in Turkey think about the new mentoring program introduced by the Ministry of National Education (MoNE) in February, 2016. In order to collect more detailed data and gain a deep insight regarding research problem, qualitative research methods were preferred. The study group consisted of 22 newly appointed teachers during the 2016 academic term. A semi-structured interview form was used as data collection instrument. According to the results novice teachers think that the new mentoring program is beneficial in terms of classroom management, communication skills, professional efficacy; extending network and gaining experience. As for the disadvantages of the program, the novice teachers stated that they cannot choose their mentor teachers, the mentor teachers do not know the program in detail as it was used for the first time, there are a lot of trivial forms that novice teachers and mentor teachers had to fill in.

- by Ramazan Yirci
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- Mentoring, Mentoring and Developmental Relationships, Novice teachers

Overview
CHALLENGES
With a close surveillance of the fundamental obligation as to execute part of our NYSC Community Development
Service (CDS) in our Place of Primary Assignment, relatively to the MDGs Goal 2 “To Achieve Universal Basic
Education” we the above name have mapped out strategies to execute Quiz Competition for 50 selected
Secondary (Private/Public) Schools precisely within Ika South and Ika North-East L.G.A.
It is challenging among other things that Governance reforms, Intellectual and Infrastructural development is
lacking and at such, among Nigerian School Students there is need for renewed interest in terms of proper
mentoring and motivation towards excellent performance, as a result of recent human workforce-resource
problems observed among youths and working-class of today.
Hence, the need for proper mentoring and motivation in every segment of the studentship such as: A Classic Quiz
Competition and a Concise Symposium tagged “Proper Mentoring and Motivation towards an Excellent
Performance”: A Case Study of the Ika Nation, will go a long way in reshaping and modifying the behavioural
attitude of school students at every ends in curbing poor performance in hitherto areas of excellence. The aim
of this project therefore is centred on improving the standard of secondary school mentoring and education for
carer excellence within the Ika Nation with the MDGs Goal 2 “To Achieve Universal Basic Education” .
More importantly, from personal observation in view of our data analysis, findings have shown that if sound moral
value and a qualifying education is introduced at the early stage of primary school, there is a great hope for
academic excellence among both intellectual giant, and semi-literates, for the achievement of highest
standard, self esteem and patriotic citizenship within the family, community and nation at large.

For years, I have been working as a social worker and family therapist with people suffering from mental problems. Taking a Solution Focused Approach, I have been hired by the local Jobcenter to mentor them and help them cope with challenges of being lonely and isolated, without education or work, and for some of them with no hope for the future.
The mentoring model as formulated by Solutionsbywulf, Denmark, have been developed and shaped during the last 4 years and it still growing and changing, being organic and dynamic. By 2016 the average mentee were between 20-29 years and diagnosed with either schizophrenic, depressive, anxiety, stress, isolation or a mix of all. Most of them lived in their own flat, although some were homeless. Half of them men and half of them women, and none of them were in employment, only few in education. The strength of our mentoring model is the flexibility in the activities and interventions, and a holistic perspective on the client, which brings back humanity in social work.

This Case is based on the human resource practice of Coca-cola company. We have discussed here developmental tools of mentoring and coaching program.

Mentoring and coaching offer meaningful and significant ways in which academic staff can encourage and support each other in their professional development and ultimately go on to enhance the student experience. The Edinburgh Napier Mentoring and Coaching Award (ENMCA) aims to provide a framework for this activity that includes scholarship, reflective practice and peer support, designed to enable the mentor/coach and mentee/coachee to identify and work collaboratively towards achievement of the mentee's development goals. This paper explores if and how mentors who have participated in the ENMCA report empowerment through the learning and mentoring practice of the programme, and to evaluate the impact this might have on the institution, such as supporting achievement of the strategic aim of academic excellence and demonstration of organisational values such as professionalism, ambition, inclusion and innovation.

Reverse mentoring is an innovative way to encourage learning and facilitate cross-generational relationships. It involves the pairing of a younger, junior employee acting as mentor to share expertise with an older, senior colleague as mentee. The purpose is knowledge sharing, with the mentee focused on learning from the mentor's updated subject or technological expertise and generational perspective. In addition, there is an emphasis on the leadership development of the mentors. Reverse mentoring is situated in the mentor-ing literature as an alternative form of mentoring, with unique characteristics and support functions exchanged that distinguish it from other developmental relationships. A model is developed that focuses on key variables to consider and how reverse mentoring may benefi t individuals and organizations. Generational differences are also presented, and the ways in which reverse mentoring capitalizes on millennial capabilities and preferences are highlighted throughout. Finally, theoretical and practical contributions are discussed, including essential components for creating a reverse mentor-ing program.

Objectives: In preparation for creating a peer-mentoring program for education doctorate (EdD) students, we conducted a literature review to learn about the characteristics of peer-mentoring programs for graduate students and EdD students specifically. Method: Our search criteria included articles about peer mentoring for graduate students only; published in peer-reviewed journals since the year 2000; and about programs that involved more experienced students, students farther along in the program, or recent graduates. These criteria resulted in 15 articles. Results: We applied what we learned about program design and characteristics in the creation of a voluntary peer-mentoring program for first year students, including purposeful selection and assignment of mentors and mentees along with stated expectations for the type and frequency of mentor/mentee conversations. Conclusions: More research is needed that addresses a consistent definition of peer mentoring, methodological concerns about research, challenges of these programs, and how certain aspects of peer-mentoring programs relate to program completion rates. Implications for Theory and/or Practice: Continued investigation into the benefits and challenges of mentoring programs will inform our service to students. Investigation into multiple programs and peer mentoring in the later stages of the doctoral journey will strengthen the extant literature about peer mentoring for doctoral students.

C la s s ro o m L e a rn in g C o m m u n itie s ' Im p a c t o n S tu d e n ts in D e v e lo p m e n ta l C o u rses B y S t e f a n i e T. B a ie r , S a n d r a M. G o n z a le s , a n d S h lo m o S. S a w ilo w s k y Instructional... more

C la s s ro o m L e a rn in g C o m m u n itie s ' Im p a c t o n S tu d e n ts in D e v e lo p m e n ta l C o u rses B y S t e f a n i e T. B a ie r , S a n d r a M. G o n z a le s , a n d S h lo m o S. S a w ilo w s k y Instructional delivery may require a move from transactional teaching styles to relational models that increase collaboration and engagement. Division S tudent Success 4001 Faculty A dm inistration Bldg. D etroit, M l 48202 AB STR ACT: D e v e lo p m e n ta l cou rses h elp academically underprepared students to succeed in college. Classroom learning community programs aid intellectual growth through academic and social support. The current study examined whether developm ental students in classroom learning com m unities differed w ith respect to college GPA and retention from their peers not receiving such support. D atafrom full-tim e first-tim e-in-any-college freshmen (N = 332) a t a Midwestern university were obtained. The results indicate that students in a developmental math or English course with classroom learning community support had statistically significant higher college GPAs, but did not differfrom their peers in second-and third-year enrollment.

- by Stefanie T Baier and +1
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- Educational Psychology, Mentoring and Developmental Relationships, Learning Communities, Student retention

Entrepreneurial mentoring may not only help entrepreneurs to
survive, but can also help them to avoid having to compromise their own responsibilities in a better and more sustainable environment, rather than simply pursuing a quest for profit. New start-ups will be more focused on using green technologies while developing their products at the same time. Research shows that such people are more inclined towards using greener products, provided the functionality and the price of the products are equivalent. This study proposes a theoretical framework for this purpose based on the theory of planned behaviour (TPB) and Social Exchange Theory (SET). Integration of these theories will help explain why entrepreneurs want to be mentored, who
influenced their intentions towards mentoring, what their preference is, in selecting a mentor, and what factors affect their relationship with a mentor. This conceptual model will help in the matchmaking of the right mentor with the right protégé.

- by ali balaid and +5
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- Entrepreneurship, Mentoring and Developmental Relationships, Entrepreneurship Education

Abstract Purpose – 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... more

- by Manju P George
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- Mentoring and Developmental Relationships

Στόχος της παρούσας εργασίας είναι η θεωρητική διερεύνηση των κύριων αξόνων που σχετίζονται με το μέντορινγκ. Αρχικά, επιχειρείται να πραγματοποιηθεί μια αποσαφήνιση του όρου μέντορινγκ καθώς και να αναδειχθούν οι κύριες διαστάσεις και τα βασικά μοντέλα εφαρμογής της οικείας διαδικασίας. Έπειτα, η εργασία εστιάζει αφενός στις προϋποθέσεις που χρειάζεται να συντρέχουν σε ένα εκπαιδευτικό πλαίσιο, ώστε να καθίσταται επιτυχής η διαδικασία του μέντορινγκ και αφετέρου στις θετικές επιδράσεις που ενέχει ο θεσμός του μέντορα για τα εμπλεκόμενα μέρη αλλά και την ίδια την σχολική μονάδα. Από την μελέτη της βιβλιογραφίας αναδύεται πως η εφαρμογή του θεσμού του μέντορα συμβάλλει στην επαγγελματική εξέλιξη του νεοεισερχόμενου εκπαιδευτικού, στην ανάπτυξη της σχολικής μονάδας καθώς και στην καλλιέργεια της συνεργασίας ανάμεσα στους εκπαιδευτικούς με πολλαπλά οφέλη να απορρέουν από την υιοθέτηση του συγκεκριμένου θεσμού. Λέξεις-Κλειδιά: μέντορινγκ, εκπαίδευση, νεοεισερχόμενος εκπαιδευτικός Εισαγωγή Η σύγχρονη παγκοσμιοποιημένη εποχή, οι πολυεπίπεδοι μετασχηματισμοί, η τεχνολογική και επιστημονική πρόοδος, οι νέες και αυξημένες εκπαιδευτικές ανάγκες που προκύπτουν διαρκώς, όπως και ο πολυσύνθετος ρόλος των εκπαιδευτικών δεν δύνανται να αφήσουν ανεπηρέαστα την εκπαιδευτική πραγματικότητα. Χρειάζονται όραμα και ανάλογη οργανωμένη δραστηριοποίηση, ώστε μια σχολική μονάδα να πληροί τους στόχους της και να επιτύχει τους σκοπούς που έχει θεσπίσει. Άρρηκτα συνδεδεμένα με τα παραπάνω είναι η ετοιμότητα και οι επαγγελματικές δυνατότητες των εκπαιδευτικών. Οι τελευταίοι, ακόμα και σε μη αποκεντρωμένα συστήματα επέχουν κεντρικό ρόλο στην παρεχόμενη ποιότητα εκπαίδευσης, στη διαμόρφωση ενός αποτελεσματικού πλαισίου λειτουργίας καθώς και στον αντίκτυπο που ενέχουν οι μονάδες στους μαθητές τους (Παπαναούμ, 2003).

3 1 The TTnet was established by CEdEfop in 1998 as a pan-European forum for key players and decision-makers involved in the training and professional development of vocational teachers and trainers. The TTnet aims have been to foster cooperation between key national actors; produce recommendations, guidance and tools for practitioners and decision-makers, and support the implementation of EU priorities for VET teachers and trainers. The network is being dismantled during 2011. Its activities are being taken over by the new Thematic Working Group on trainers in VET set up by the European Commission / dG Education and Culture (dG EAC) in cooperation with CEdEfop (www.cedefop. europa.eu).

- by David E Gray
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- Intercultural Communication, Teacher Education, Distance Education, Mentoring

The primary purpose of this study is to examine the role of burnout as a mediator between high performance work system (HPWS) and intention to leave (ITL). Further, the role of mentoring as a moderator between HPWS and burnout as well as between burnout and ITL has also been explored. All the middle level employees (2728) and departmental heads (132) of selected telecommunication organisations have been contacted. Data have been validated with exploratory factor analysis and confirmatory factor analysis. Structural equation modeling has been used to test the hypothesised relationships. The results proved that burnout mediates the relationship between HPWS and ITL. Further, mentoring moderates the relationship between HPWS and burnout as well as between burnout and ITL. This study contributes to the literature by identifying the black-box using burnout and mentoring to understand the HPWS and ITL relationship.

- by jeevan jyoti
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- Mentoring and Developmental Relationships, Burnout, Hpws

Faculty-graduate assistant (GA) mentoring in the online context is an increasingly important topic, but little research has been done to show how it can best be accomplished. The goal of this thesis was to study how quality faculty-GA mentoring can be enacted in the online context. The method chosen for the study was a case study of an online faculty-GA mentoring model. The case study included in-depth interviews of the faculty mentor and 15 present or former GAs, a historical-critical view of the model, and an auto-ethnography by the researcher. The results showed key relational characteristics and structures for enacting a faculty-GA mentoring relationship in the online context. Some characteristics, such as multiple modes of communication and quick response are particular to the e-mentoring context. Other characteristics and structures are important to all faculty-GA relationships, whether online or face-to-face. A new model, the “Reciprocal Model of Faculty-GA E-Mentoring” emerged from the study.

- by Annette J Ford
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- Mentoring, Mentoring and Developmental Relationships, E-Mentoring, Online Learning

While executive coaching is a key means by which organisations and individuals build
executives’ capabilities, very little research has investigated how effective or beneficial this development tool is to the individuals or the organisations in which they work. The purpose of this study was to examine executive coaching effectiveness by investigating whether executive coaching has an impact on coachee performance outcomes as well as individual outcomes as manifested by self awareness, career satisfaction, job affective commitment, and job performance. Coaching outcomes
were examined through a quasi-experimental field pre-post design with an untreated control group. The study participants (n=197) were drawn from the client bases of four Israeli-based firms whose primary professional services focused on executive coaching. The primary conclusion is that executive coaching may be a mechanism by which executives could be helped in improving and maintaining a high level of career satisfaction. The results should assist organizations in designing more effective executive coaching programs, and in making informed decisions about implementing
and measuring executive coaching.

Positive psychologists have published hundreds of empirical studies correlating positive personality traits with improved outcomes in mental health, physical health, academic and career success, resilience, relationships, and personal happiness. But there remains a dearth of research on the emergence and development of positive personality traits. This grounded theory, qualitative research sought to discover whether positive personality traits can be developed in adult mentoring relationships. Sixteen participants responded in structured interviews about the benefits of their mentoring experiences, and in addition to
performing coding analysis as described by Strauss and Corbin (1990), the researcher also compared the answers to Peterson and Seligman’s taxonomy of positive traits (2004). Unprompted participant responses overwhelmingly asserted increase of positive traits, as well as five other benefit categories. Improved traits appeared across a wide range of mentee characteristics, and situations, including negative ones, as long as mentors communicated unconditional positive regard and possessed desirable competencies. Social considerations of this research include the possibility that, in combination with therapies to address negative aspects of a client situation, therapists using intentional positive trait development could support recovery, resilience, hope, wisdom, thriving, and all of the benefits positive psychology has correlated to the presence of positive personality traits. Future studies building on this research may include a longitudinal study to understand what situations and character types are most conducive for positive trait development, as well as questions regarding which traits appear in which mentoring situations.

Admiring the Studio at Nashville Public Library my first day in practicum, I noticed how accessible each aspect of the space felt. Separated from the main teen section by a collapsible, transparent wall, the Studio ushered in students with an integrated lighting system, massive display screen, and a constant playlist of alternative rock music blasting through its speaker system. From the mottled granite flooring to the elevated ceiling with suspended outlets, the Studio screamed makerspace-an innovation center built to engage students in expressing themselves through new technology and producing innovative design. The realm of limitless possibility within Studio exists only for the students eagerly working inside its doors. The open-air of the Studio aims towards collaborative, connected learning amongst small groups. While cushioned seating surrounds the projector screen with ambient lighting, large

Workplace spirituality has become the focus of several major business organizations and scholars. Research has found spirituality to be most beneficial when fostered at the individual rather than collective level (Herman & Gioia, 1998; Krishnakumar & Neck, 2002). Yet, little is known about how leaders deploy workplace spirituality to the individual level and sustain it over time. To address this question, the case is made that spirituality at work may best be fostered through a dyadic mentorship. Accordingly, a concept of spiritual mentoring is proposed, which takes an authentic self perspective to spirituality while approaching spiritual development as best served through a co-created, dyadic process. Drawing on previous research, spiritual mentoring is organized into three categories – inner life, meaningful work, and context/connectedness – and presented as a temporal process through which leaders may provide these supportive behaviors. Prospective outcomes of spiritual mentoring are described, and potential barriers are considered.

- by Frankie J Weinberg and +1
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- Mentoring, Spiritual Leadership, Mentoring and Developmental Relationships, Mentoring and Leadership

Relationships are vitally important in all aspects of life, and especially in the Army, when sometimes life or death decisions are required. Mentoring is a developmental relationship where experiences are shared between two people, one with greater experience and one with lesser experience, based on mutual trust and respect. The purpose of this qualitative explanatory case study was to explain mentoring and African American Army Captain success. The impacts are well beyond the primary problem under investigation, of subpar promotion rates to Major for minority and female officers. A systemic problem spanning over the last 40+ years, and what may contribute to the diversity imbalance at senior Army officer levels, requires a holistic performance improvement strategy. Through conducting surveys, in-depth semi-structured interviews, and reviewing previous studies, the views of African American Army Captains and Majors as mentees, and all Army Lieutenant Colonels and Colonels as mentors were gathered. The perspectives identified several themes requiring recognition before executing an Army mentoring strategy. One pattern that led to a theme was that mentoring occurs in the Army, but not through the Army Mentoring Program, because few officers are registered, use, or know of the program. Those patterns were parallel to three other patterns that indicated: lost mentoring time for junior officers, only 1-5 mentee experiences in an Army career, and an ardent desire for mentoring relationships. Based on the research findings, patterns identified, and themes developed, mentoring may have greater impact on African American Army Captain success and promotion potential when initiated at the onset of an officer’s career.

- by Burl Randolph and +1
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- Mentoring, Mentoring and Developmental Relationships, Mentoring and Leadership, Leadership and Mentoring

Our internationally focused, systematic review of research literature explored a variety of contextual factors that affect experiences of beginning teachers and how these factors are addressed in the programs of support for new and beginning teachers. The transition and socialization processes that accompany early-career teachers, as well as efforts focused on acculturation to school contexts and the profession, are commonly noted in the literature and provide insights for those who support novice teachers. In this article, we report our findings that focus specifically on the cultural contextual factors. We view the cultural context as the eclectic environment wherein these early-career teachers learn to organize their thoughts, emotions, and behaviours, based on shared norms, beliefs, values, customs, and traditions that are common to a group of people. Upon the initial review of the literature on teacher attrition, retention, induction , and mentorship, we discuss the overarching themes that we found from our exploration of the cultural factors affecting beginning teachers, the aspects of induction and mentoring programs that were designed to address these factors, and we offer conclusions and research implications.

- by Benjamin Kutsyuruba and +1
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- Teacher Education, Mentoring, Coaching (Education), Mentoring and Developmental Relationships

In this case study of a peer mentoring program developed for first-year education doctoral (Ed.D.) students, we sought to understand how participants' experiences in the program might yield understanding about the mentoring process. Study participants included 11 mentees and 4 mentors. Interview and focus group data were analyzed through the conceptual model of self-regulated learning and mentoring. Four themes relevant to the phases of self-regulated learning emerged. Participants engaged in goal-setting in conversations about pre-planning for the dissertation and professional goals. During the post-mentoring phase, mentors' reflections on their conversations informed future conversations. Mentors transferred their knowledge by engaging in self-reflection about their professional practice. Finally, mentoring conversations increased mentees' self-efficacy. Implications for peer mentoring programs include paying attention to demographics and issues of pair compatibility. Future research ought to include the collection of longitudinal data and observations of mentoring conversations.

This article looks at the starets-disciple relationship as presented by Mother Maria Gysi (1912-1977), a Swiss intellectual, later an Orthodox nun who in the mid-1960s started a small monastery in England. The first part of the article sketches her life story, then we look at how she encountered and interpreted the Russian charism of starchestvo, and in that context we explore in more detail the relationship between a starets and his or her disciple as she understood it. In the conclusion we ask how this relationship can be fruitfully understood by people from other Christian traditions.

- by Ivana Noble and +1
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- Mentoring, Contemporary Spirituality, Spirituality, Spiritual Leadership

Separate examinations of emotional intelligence (EI) and mentoring reveal their career-enhancing potential, yet little research exists connecting the two. Emotionally intelligent people have an increased likelihood of having and maintaining successful relationships, and mentored professionals achieve higher levels of position, pay, and career satisfaction. The purpose of this review is to systematically review existing literature to illustrate how EI affects the mentoring relationship and influences its effectiveness for both the mentor and protégé. Questions guiding this research include the following: (a) What potential connections between EI and mentoring exist? and (b) How might these connections inform mentoring theory and practice? This review explicitly connects EI and mentoring literatures to show theoretical and practical synergies that are applicable to mentors, protégés, research, and practice. The article concludes with a proposed model of " emotionally intelligent mentoring " (EIM). Mentoring is a developmental relationship that traditionally occurs between a more experienced individual (the mentor) and a less experienced individual (the protégé), which involves close interpersonal interactions and focuses on the protégé's career options and

- by Laura Bierema and +1
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- Emotional intelligence, Mentoring, Mentoring and Developmental Relationships, Coaching and mentoring

The present study sought to investigate the role of mentoring relationships in predicting career resilience. The study adopted a cross-sectional survey based research design using a sample of 205 managers from public and private sector organizations in North India. Mentoring relationships were measured under the 2 broad categories of career mentoring and psychosocial mentoring in alignment with previous studies. The findings showed that psychosocial mentoring acts as a significant predictor of career resilience; however, career mentoring was not found to have any significant influence on career resilience. Given research thus reiterated the significant contribution of mentoring in influencing career outcomes such as career resilience. Theoretical and future implications of research were also discussed.

Mentoring relationships in higher education are not simply advisor-advisee relationships focused on career and task functions, but rather relationships that include both career functions and psychosocial functions. Because of this, and because students grow and develop best when faculty mentors address not only career needs, but also emotional and social needs, there is need for faculty mentors not only to advise or guide their student mentees, but also to personally care for them. Millennial students – the students who are now in higher education institutions – desire to be mentored by older faculty, especially if the faculty mentor cares for them personally, and is supportive, encouraging, and understanding. There are various models of mentoring, but there is need for a faculty-student mentoring model that includes a balance of apprenticeship (career) and nurturing (psychosocial) functions. While some researchers are leery of using the parent-child relationship as a metaphor for faculty-student mentoring relationships, others describe excellent faculty-student mentoring relationships in terms of a parent-child relationship. This study explores how combining apprenticeship characteristics with nurturing characteristics of parenting, especially mothering, can inform a “parenting model” of faculty-student mentoring.

- by Terri Scandura
- •
- Mentoring, Mentoring and Developmental Relationships, Mentorship

This paper discusses on mentoring, a topic that receives little attention in the academic world of developing societies, like
Nigeria. Obviously maintaining the indispensability of mentor in contemporary societies, and at the same time, worried with the
wrong mentoring trend, especially in universities, which the scarcity of ideal mentors is number one element, the paper takes
mentoring work a step ahead by attempting to construct who an ideal mentor is on the basis of exhibiting eleven number
qualities, including being just, ideological, strict for righteousness, and not abusing authority. Having a good mentee ultimately
means having a good, and secured society, because they train the future leaders of the society. Bad mentor is a polar opposite of
an ideal one. The two, therefore, have contrasting, and often clashing features. The work recognizes that, youth are those in dire
need of mentor. It is essential for any mentee to be wary of such bad mentors, lest s/he falls into the trap of remorsefulness in the
long run. The paper sees the presence of intellectuals, and valuing education as two major things for checking the dangerous
mentoring trend in Nigeria, especially in universities.
Keywords: academic, ideal, mentee, mentor, university, youth

Traumatic experiences are not unique to war veterans, survivors of genocide, the wrongfully convicted, or those with visible disabilities. A better understanding of their experiences in overcoming these adversities – and growing from them – can help us all to create space for transformation in our lives, and the lives of others. The way we communicate, or talk about life experiences (including traumatic events), has a significant impact on the way they are experienced and responded to. This includes making meaning of traumatic events in the context of other life experiences, reconstructing/co-constructing a new worldview that takes into account permanent changes or expanded consciousness, and incorporating somatic or embodied experience in the transformation process. This paper will address the factors that may make positive change after adversity possible, and discuss some of the ways that supportive space, complex communication, and somatic awareness can help to make this happen on a broader scale.

- by Barton Buechner and +1
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- Intercultural Communication, Transformative Learning, Mentoring, Mentoring and Developmental Relationships

Sabemos que desde sus inicios institucionales, la práctica docente tiene una particular relevancia en la formación del profesor de Educación General Básica, la que posibilita nuevos desarrollos a partir del año 1998 1 , entre ellos fortalecer su vinculación con la realidad escolar y avanzar de manera gradual, secuenciada y progresiva a lo largo de la carrera, lo que en concordancia con los planteamientos del Proyecto de Fortalecimiento de la Formación Inicial Docente, en la Carrera de Educación básica de la Pontificia Universidad Católica de Valparaíso 2 proyecta a las prácticas como el eje vertebrador del currículum, siendo permanente a lo largo de toda la formación inicial. Prácticas que, para este caso en particular, están organizadas desde el primer semestre y en casi todos los semestres académicos del estudiante, dando lugar a un total de 6 modalidades: 3 relacionadas con prácticas propiamente tales y 3 vinculadas a asignaturas con actividades prácticas. Los alumnos, por tanto, están llamados desde el rol de profesores en formación a ir desarrollando su identidad como tales, junto con diversas actividades, en orden creciente de complejidad, en las que deben ir contrastando sus saberes con la práctica. Conocimientos y teorías que muchas veces se contraponen con lo que ven en la realidad, especialmente cuando los contextos son más vulnerables y prioritarios, en los que el acompañamiento y la contención serán especialmente relevantes y necesarios.

This research on the challenges and rewards of teacher education in English Further Education, formed part of a PhD thesis which gave voice to teacher educators in FE, an under-represented and under-researched group in the literature on teacher education. Although the research explored the professional development needs of teacher educators working within the English FE system, it also identified rewards and challenges in the teacher educator role, in order to get a broader view of their motivation for entering and remaining in the role; and also to examine the ways in which teacher educators cope and thrive in a difficult context. The review of the literature indicated that many of the teacher educators’ experiences were shared in schools, colleges and Universities, locally and internationally. During interviews, a survey and a focus group, the teacher educators' impassioned and insightful comments celebrated the positive aspects of the role, as well as explaining the myriad ways in which they mediated the multiple challenges they faced: managerialism, fast-paced and continuous policy changes as well as lack of time and support for research.

The aim of this article is to gain knowledge about how peer counselling eventually contributes to the development of learning kindergartens. The empirical material is based on video recordings from peer counselling sessions, reflections in retrospect and the participants experiences expressed in focus group interviews. As expected, the kindergartens have to deal with challenges when introducing peer counselling. The results also indicate change in the way the participants perform meetings, that is the way they communicate and deal with professional challenges. The process gradually became more theory informed. We also identified a transition of knowledge from being exclusively structural to acknowledging it as processual.

This thesis is an exploration into the possibilities of cross age peer mentoring in a school for Moderate Learning Difficulties (MLD). Specifically, it focuses on the biggest barrier: mentor/mentee matching. In Special Education, it is constantly challenging to adapt mainstream practice to fit the needs and abilities of the learners. The thesis begins with a review of current and recent research on mentoring and the various strands which contribute: School Based Mentoring (SBM), cross age peer mentoring, safeguarding issues around both mentoring and vulnerable young people, mentor training and matching mentors with mentees. This provided a framework for research design, and the following methodology illustrates the ways in which the research methods available were limited by the abilities of the learners. The research consisted of a small-scale exploratory idiographic case study. The research took place in three stages. The first stage was to read current literature for question 1 in order to explore the possibilities. The second stage was to analyse the data from the initial meeting between two sets of mentor/mentee matches and look for signs of either success or failure in the matching process. The third stage was to consider, in the light of either success or failure, whether this could be an additional tool to aid transition to high school with reference to the Special Education and Disabilities Act (2014). This is a previously unresearched area as far as I am able to ascertain and current literature reflects that more research is needed in both matching theory and separately in Special Education. I observed that on this occasion there are possibilities for success based on careful matching. As this is a small-scale study, I am not claiming a generalisable hypothesis.

El artículo que el lector tiene en sus manos da cuenta de los primeros hallazgos
de una investigación doctoral e intenta dar luz sobre el Programa de
Apoyo Académico a Estudiantes Indígenas (PAAEI) en el sistema de nivel
superior de la Universidad de Guadalajara. La labor de las tutorías para estudiantes
indígenas cobra importancia puesto que su nacimiento es parte
de una serie de acciones afirmativas que viene realizando el estado desde
hace ya una década, en distintas esferas institucionales. El artículo intenta
mostrar a la tutoría como parte medular del programa, y cómo éstas, además
de beneficiar a los estudiantes indígenas, siguen estando empapadas por
estereotipos y prejuicios sobre la etnicidad. Para ello primero se muestra un
esbozo del debate sobre el tema desde los estudios interculturales, aunado
a una contextualización histórica-regional, para luego pasar a los resultados
a través de ciertas categorías y algunos testimonios y finalmente cerrar con
unos aportes al debate sobre la educación universitaria y su carácter meritocrático
y mestizo.
Palabras clave: Tutorías, estudiantes indígenas, conocimiento y racismo

Meaningful interactions with faculty can help graduate students’ progress successfully through their academic work, develop scholar-practitioner identity, and begin to cultivate academic relationships and relational skills that will help them succeed. These outcomes emerged from a critical incident technique study in which we interviewed 21 master’s students. Based on the findings, we propose individualized attention as an organizing theme to help us consider how to intentionally engage with our students from a relational perspective. The concept of individualized attention, as developed in this inquiry, suggests: invitation, engaged presence, care, and enthusiasm as elements of the relational practice of teaching and learning.

- by Harriet Schwartz and +1
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- Teaching and Learning, Graduate Education, Mentoring, Learning and Teaching

According to the Turkish Ministry of National Education Teacher Appointment and Substitution regulation, beginning teachers are subjected to a training period for the first six months of their recruitment. This newly launched program aims to train beginning teachers through a master-apprentice relationship, which can be defined as a mentoring program. The purpose of this study was to examine the relationship between the level of subjective happiness of beginning teachers working at state schools and the mentoring functions their advisers perform with regard to various variables. Quantitative analysis was used, and the data were gathered through the Mentoring Functions scale, which was developed by Noe (1988) and the Subjective Happiness scale, developed by Lyubomirsky & Lepper (1999). The sample of the study included 171 beginning teachers from three districts of I stanbul province. Correlation and regression analysis revealed that there is a moderate, positive and significant relationship between the level of subjective happiness of trainee teachers and the level of mentoring functions their advisors perform. The mentoring functions the advisor teachers performed were found to be a significant predictor of the level of subjective happiness of trainee teachers. For this reason, mentor selection, mentor-mentee match and other mentoring processes should be well structured. Öz Millî Eğitim Bakanlığı Öğretmen Atama ve Yer Değiştirme Yönetmeliği'ne göre aday öğretmenler, adaylık-larının ilk altı ayında yetiştirme sürecine tabi tutulmaktadır. Usta çırak ilişkisi şeklinde gerçekleşecek olan bu yetiştirme faaliyeti mentorluk olarak kabul edilmektedir. Bu araştırmanın temel amacı, devlet okullarında görev yapan aday öğretmenlerin görüşlerine göre danışman öğretmen mentorluk fonksiyonları ile aday öğretmenlerin öznel mutluluk düzeyi arasındaki ilişkiyi çeşitli değişkenler açısından incelemektir. Nicel bir araştırma olan bu çalışmada veriler Noe (1988) tarafından geliştirilen Mentorluk Fonksiyonları Ölçeği ve Lyubomirsky ve Lep-per (1999) tarafından geliştirilen Öznel Mutluluk Ölçeği aracılığıyla toplanmıştır. Araştırmanın örneklemini, İstanbul ilinin üç ilçesindeki 171 aday öğretmen oluşturmaktadır. Korelasyon ve regresyon analizi, danışman öğretmenlerin sergiledikleri mentorluk fonksiyonları ile aday öğretmenlerin öznel mutluluk düzeyi arasında orta düzeyde pozitif bir ilişki olduğunu ortaya koymaktadır. Danışman öğretmen tarafından sergilenen mentorluk fonksiyonlarının aday öğretmenlerin öznel mutluluk düzeylerinin anlamlı bir yordayıcısı olduğu görülmektedir. Dolayısıyla, mentor seçimi, mentor-menti eşleştirmesi ve diğer mentorluk süreçlerinin iyi yapılandırılması ge-rekmektedir. Anahtar Kelimeler: Mentorluk, mutluluk, öğretmen yetiştirme, öğretmenlerin meslekî gelişimi

Mentoring experiences and programmes are becoming increasingly
recognised as important by those engaged in capacity
strengthening in global health research. Using a primarily
qualitative study design, we studied three experiences of
mentorship and eight mentorship programmes for early career
global health researchers based in high-income and low- and
middle-income countries. For the latter, we drew upon
programme materials, existing unpublished data and more formal
mixed-method evaluations, supplemented by individual email
questionnaire responses. Research team members wrote stories,
and the team assembled and analysed them for key themes.
Across the diverse experiences and programmes, key emergent
themes included: great mentors inspire others in an intergenerational
cascade, mentorship is transformative in personal and
professional development and involves reciprocity, and finding the
right balance in mentoring relationships and programmes includes
responding creatively to failure. Among the challenges
encountered were: struggling for more level playing fields for new
health researchers globally, changing mindsets in institutions that
do not have a culture of mentorship and building collaboration
not competition. Mentoring networks spanning institutions and
countries using multiple virtual and face-to-face methods are a
potential avenue for fostering organisational cultures supporting
quality mentorship in global health research.

- by Soledad Falabella and +2
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- Action Research, Mentoring, Mentoring and Developmental Relationships, Academic Writing

This article presents a ‘knowledge ecosystem’ model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through 1) agency (individual and relational) and 2) facilitation of personalised informal learning (design of physical and virtual systems and environments) in spaces where developmental relationships are formed including programs, courses, events, community, home and social media. It is suggested that the knowledge ecosystem model is suitable for use in designing informal learning experiences for early career academics.

- by Faye Miller and +1
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- Informal Learning, Higher Education, Mentoring and Developmental Relationships, Early career academics

Aims Mentoring has been used extensively in the business world to enhance performance and maximise potential. Despite this, there is currently a paucity of literature describing mentoring for surgical trainees. This study examined the current extent of mentoring and investigated future needs to support this. Methods An electronic, 47-item, self-administered questionnaire survey was distributed via national and regional surgical mailing lists and websites through the Association of Surgeons in Training and Specialty Associations in the UK and Republic of Ireland. Results Overall, 565 fully completed responses were received from trainees in all specialties, grades and training regions. A total of 48.7 % of respondents reported that they have a surgical mentor, with no significant gender difference (p = 0.65). Of respondents, 52.5 % considered their educational supervisor and 45.5 % their current consultant as mentors. Modal duration of mentoring relationships was 1-2 years (24.4 %). A total of 90.2 % of mentors were in the same specialty, 60.7 % in the same hospital, and 88.7 % in the same training region. Mentors covered clinical and professional matters (99.3 %) versus pastoral and non-clinical matters (41.1 %). Mentoring was commonly face to face or via email and not documented (64.7 %). Of the 51.3 % without a mentor, 89.7 % would like a clinical mentor and 51.0 % a pastoral mentor (p \ 0.001). Priority mentoring areas included career progression (94.9 %), research (75.2 %), clinical skills (66.9 %) and clinical confidence (58.4 %). A total of 94.3 % would be willing to act as a peer mentor. Only 8.7 % had received mentoring training; 83 % wish to undertake this. Conclusions Less than half of surgical trainees identified a mentor. The majority want mentoring on professional topics during their training and would additionally be willing to peer-mentor colleagues, although few have received training for this. Despite an identified need, there is currently no structure for organising this and little national provision for mentoring. Previous Conference Presentation The preliminary results of this survey were delivered as an oral presentation at the Association of Surgeons of Great Briton and Ireland conference last year and