Mentoring

This paper highlights Christian principles of spirituality that offer solutions to a notable problem in education today—the lack of heart involvement, the lack of spirituality. The discussion is framed in an ethics of universal being, which says we are “humans in relation” committed to life and human dignity, and in the Judeo-Christian ethics of agape, or others-centered care. Jesus as mentor-teacher taught from his heart to others’ hearts. His character demonstrated personal integrity, humility, and courage. In his role as mentor- teacher, he demonstrated and taught care for others, he built community, and he developed others’ potential. Christian schools seek to teach from the ethical standpoint of Jesus Christ, but few countries promote the teachings of Jesus in their public schools. Hungary is an example of a nation currently seeking to promote Christian ethics in its public education system. Christian spirituality as demonstrated in the life and teachings of Jesus Christ can become a spiritual basis for educators who realize that simply making education available to all is not sufficient. Through examples of Jesus as mentor-teacher and of Hungary’s return to Christian ethics, this paper adds a Christian perspective to the panel’s discussion of spirituality in schooling and provides principles for improving the quality of education for all.

This short paper,  shows how executive coaching draws on psychotherapy, and offers insights into using psychodynamic and systems theory in coaching practice. 
To cite this paper:  Western, S. (2006) Look Who’s Talking, Coaching at Work. London: People Management, Vol. 1:2 pp. 31-34.

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.

W artykule opisano zweryfikowane w praktyce metody budujące i wzmacniające w jednostce poczucie wpływu na rzeczywistość: mentoring, tutoring i coaching. Przedstawiono sposoby prowadzenia działań pomocowych dla osób starszych, którym często towarzyszy niepełnosprawność. Dokonano syntezy wyników badań jakościowych uzyskanych w trakcie trzech projektów rozwojowych dla seniorów, zrealizowanych przeze autorkę w latach 2010-2016 w kontekście budowania zdrowia społecznego tej grupy wiekowej.

[Sp.]
Artículo en el periódico "El pueblo de Ceuta" del 19 de junio de 2015, sobre la positiva experiencia de los programas de mentoring o acompañamiento, para ayudar en la mediación intercultural y en los programas de inclusión de jóvenes y menores migrantes.
[En.]
Article in the newspaper "El pueblo de Ceuta" on June 19, 2015, about the positive experience of mentoring  programs, to improve the intercultural mediation and in the inclusion programs for young migrants and non accompanied children.

This paper deals with the contact and relationship youth have with staff while in care and after emancipation and examines the young adults' needs in contacting staff after leaving care. The study was conducted through 60 interviews with young adults ages 21–26 who emancipated from residential settings in Israel. Results showed that most youth report having had a meaningful staff member in care and that 62% were in contact with staff after their transition to independent living for both emotional and practical needs that could not always be answered by staff. One of the study's conclusions is that despite their departure staff's relationship with these young adults continues informally years after. However, without formal recognition of the place staff have in the lives of aged-out youth, no resources are invested in training them to properly meet the young adults' needs. The discussion highlights the need for an integrative approach that sees residential settings and staff as a meaningful part in the continuity from care to independent living by supporting aged-out youth's gradual transition to adult life.

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.

Although much interest has been generated regarding the functions speaking centers serve and the effects consultations can have, minimal research has addressed the dynamics of consultations themselves. This study documents what speaking center clients and consultants identify as barriers in consultations and how they address them. Analysis of qualitative survey data obtained from university speaking center clients and consultants shows that emotional intelligence, empathy, and interpersonal trust serve as necessary underlying components of successful consultations.

National implementation of evidence-based psychotherapies (EBPs) in the Veterans Health Administration (VHA) provides important lessons on the barriers and facilitators to implementation in a large healthcare system. Little is known about barriers and facilitators to the implementation of a complex EBP for emotional and behavioral dysregulation-dialectical behavioral therapy (DBT). The purpose of this study was to understand VHA clinicians' experiences with barriers, facilitators, and benefits from implementing DBT into routine care. This national program evaluation survey measured site characteristics of VHA sites (N = 59) that had implemented DBT. DBT was most often implemented in general mental health outpatient clinics. While 42% of sites offered all four modes of DBT, skills group was the most frequently implemented mode. Fifty-nine percent of sites offered phone coaching in any form, yet only 11% of those offered it all the time. Providers were often provided little to no ...

This paper presents the implementation of a professional student development program within the Department of Campus Safety at Azusa Pacific University. The goal of this program is to utilize academic bridging to bring each student employee's academic discipline to bear on their work responsibilities. Students are mentored by their supervisors as they engage this opportunity. These mentoring relationships empower those students to problem solve and apply insight from their chosen major in their individual student employment setting.

Adopting an integrated achievement goal (Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.) and self-determination theory (Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268. doi:10.1207/S15327965PLI1104_01) perspective as proffered by Duda, J. L. (2013). (The conceptual and empirical foundations of empowering coaching(TM): Setting the stage for the PAPA project. International Journal of Sport and Exercise Psychology, 11, 311-318. doi:10.1080/1612197X.2013.839414), the aim of the current study was to observe empowering and disempowering features of the multidimensional motivational coaching environment in training and competition in youth sport. Seventeen grass-roots soccer coaches were observed and rated in training and competitive settings using the multidimensional motivational climate obse...

sity (USU), I was entirely unfamiliar with the idea of undergraduate research. Although I was adept at literary analysis and criticism, as far as empirical research was concerned, I knew nothing. In my mind, research was something that scientists did. What could there possibly be to research within the world of English? As I would soon discover, a great number of avenues are available to pursue, especially within my emphasis area, English education. I was in for a challenging, yet eye-opening, semester that would set me on the path to eventually becoming an undergraduate teaching fellow for this same research methods class two years later. While I by no means consider myself an authority on research, my journey from novice to expert to mentor changed my perspective on research in English studies and proved to me just how beneficial participating in undergraduate research can be for a student. The fast-paced nature of the Research in English Studies class meant that I had to learn how to conduct research by simply doing it. The class used scaffolding to teach the steps of the research process through a whole-class project, which we started early in the term, about two weeks before launching our own independent research projects. 1 In preparation, we all received certification to conduct human-subjects research. The class research project, aptly titled "Undergraduate English Studies Students' Knowledge of and Anxiety about Empirical Research," sought to explore English majors' perceptions of

Purpose-The purpose of this paper is to assess the potential benefits of a virtual mentorship between teacher candidates and practising teachers. Specifically, the research aimed to determine whether candidates felt they had increased their professional learning and prepared for the realities of the job early in their training program as a means to enhance their well-being. Design/methodology/approach-A systemized, virtual mentorship network was set up and a qualitative mixed-methods study was conducted with two separate groups of 77 students total consisting over a three-month course in two consecutive years. Three data sets were collected; this paper reports on one set-qualitative self-reports from mentee participants. Findings-The response from preservice teacher participants was, through qualitative self-reports, an overwhelmingly positive. After engaging in a guided virtual mentorship with an experienced teacher, they felt more prepared, more confident and more supported. Response from the preservice teacher participants provided evidence and confirmed a sense of improved educational preparedness for teaching by engaging in a guided virtual mentorship partnership with an experienced teacher. Research limitations/implications-Virtual mentorships are highly beneficial for teacher candidates' learning and professional growth; the relationships positively impact preservice teachers' level of preparedness for the profession, which can lead to increased confidence and contribute to a positive sense of well-being. In addition, the virtual approach eliminates many of the access barriers that limit the efficacy of traditional, face-to-face mentorships. In doing so, the virtual format makes mentorships a possibility in any teacher preparatory education program, with endless opportunities to connect teachers across the world. Originality/value-In an effort to better prepare quality teachers, a virtual mentorship program, embedded in teacher education programs, is a viable solution for shaping preservice teachers learning in the early stages of their careers, establishing a commitment to professional learning and mitigating teacher attrition rates and burnout by enhancing well-being. For these reasons, the authors believe virtual mentorships can be considered to be used as a framework for the future.

Mentoring programmes have been accused of inadequately addressing organisations' gendered cultures. In reaction to this, mentoring approaches started applying a dual focus, i. e. targetting both individual development and organisational change. This paper explores - through the lens of the 'bifocal approach' - whether and how two Swiss academic mentoring programmes for female advanced doctoral students and early postdoctoral scholars have adopted a a dual focus. The paper shows that the programmes have developed strategies adopting this approach to a certain extent and discusses the challenges and opportunities experienced.

In order to address persistent challenges that underrepresented minority students face in entering and succeeding in graduate school, University of California, Berkeley, academic advisers and concerned graduate students partnered to develop the Getting into Graduate School (GiGS) mentoring program. Unlike similar programs, GiGS was unique in that it did not select students on the basis of GPA or academic achievement. Program participants included 151 ethnically diverse undergraduates with average major and cumulative GPAs of 3.15 and 3.29, respectively. Participants were paired with 55 graduate student mentors based on academic interests. Mentees met regularly with mentors, attended informational workshops led by academic advisers, and participated in networking events. After program participation, students gained more knowledge related to graduate school preparation, demystification of graduate school, the graduate school application process, and post-graduation planning. 73% of me...

Научно-практическое пособие для подготовки и повышения квалификации в сфере обучения и развития, корпоративного образования, развития руководящих кадров.

Книга написана на основе исследований, обобщает современный опыт обучения и развития в российских и международных компаниях, включая организации — лидеры своих отраслей.
Автор — известный исследователь и одновременно практик в области обучения и развития в организациях.

This book is designed as an easy-to-read text on basic corporate L&D formats. It  introduces both students current L&D experts, and managers to using training, learning by doing, mentoring, and coaching.
Alphabet-based entries make reading fluent and easy.

This qualitative study presents the view that coaching practice places demands on the coach's adaptability and flexibility. These requirements for being adaptive and flexible are met through a careful process of professional judgement and decision making based on contextappropriate bodies of knowledge. Adventure sports coaches were selected for study on the basis that adventure sports create a hyper-dynamic environment in which these features can be examined. Thematic analysis revealed that coaches were generally well-informed and practiced with respect to the technical aspects of their sporting disciplines. Less positively, however, they often relied on ad-hoc contextualization of generalised theories of coaching practice to respond to the hyper-dynamic environments encountered in adventure sports. We propose that coaching practice reflects the demands of the environment, individual learning needs of the students, and the task at hand. Together, these factors outwardly resemble a constraints led approach but, we suggest, actually reflect manipulation of these parameters from a cognitive rather than an ecological perspective. This process is facilitated by a refined judgement and decision-making process, sophisticated epistemology and an explicit interaction of coaching components.

This quantitative study examined the role of mentoring on 332 Hispanic graduate students' sense of belonging and academic self-efficacy. The results found that mentored Hispanic graduate students reported significantly higher levels of sense of belonging and academic self-efficacy than unmentored students. A hierarchical regression found 24% of the variance in academic self-efficacy was accounted for by mentoring and sense of belonging. Implications for practice and future research are discussed. Resumen Este estudio cuantitativo examinó el papel de mentoría en trescientos treinta y dos estudiantes hispanos de postgrado-en cuanto a su sentido de pertenencia y eficacia académica propia. Los resultados encontrados señalan que estudiantes hispanos de postgrado que experimentaron mentoría reportaron niveles significativamente más altos del sentido de pertenencia y de eficacia académica propia comparados con los estudiantes sin mentoría.

Between 2007 and 2010, the City of Ottawa, in the Province of Ontario, Canada, successfully developed and implemented a strategy to help foster a culture of Service Excellence (SE) throughout all city services and operations. Serving as the primary team leading this effort, we were the Director of OD and Performance (Gray), the Deputy City Manager for Operations (Kanellakos), and an external consultant (Patwell). Given that more than 70% of large-scale organizational change initiatives fail, this case study offers some valuable insights that can help OD profession-
als become more successful leading and managing change initiatives.

Με την παρούσα εργασία δημιουργείται η ευσεβής φιλοδοξία να μελετηθεί αυτός ο τόσο καθοριστικός ρόλος, για τον νεοδιοριζόμενο εκπαιδευτικό, και συγχρόνως για τον ίδιο τον μέντορα. Ως εκ τούτου και για να επιτευχθούν οι στόχοι που τέθηκαν, θα μελετηθεί ο θεσμός του μέντορα και η σημαντικότητά του, τα χαρακτηριστικά της σχέσης που δημιουργείται μεταξύ αυτού και του νεοδιόριστου εκπαιδευτικού, η αξία αυτής καθώς και του τύπου σχέσης που προκύπτει.
Η διαδικασία της αξιολόγησης των εκπαιδευτικών από το μέντορα επιβάλλεται να είναι μία δημιουργική λειτουργία, που να προάγει την ανάπτυξη της κριτικής σκέψης και μέσω αυτής να στεφθεί με επιτυχία η διαχείριση των ζητημάτων της καθημερινής εκπαιδευτικής πράξης. Στο πλαίσιο αυτό γίνεται η προσπάθεια να ληφθούν τα σχετικά συμπεράσματα για τα οφέλη της εφαρμογής αυτού του τόσο σημαντικού θεσμού, που όπως έχει αποδειχθεί από την εφαρμογή του σε άλλες χώρες με υποχρεωτικό στάδιο ένταξης για τους πλήρως καταρτισμένους νέους εκπαιδευτικούς, αποτελεί τον καταλύτη της επιμόρφωσης αυτών των εκπαιδευτικών. Παράλληλα επισημαίνεται η ευεργετική επίδραση που έχει και στους ίδιους τους μέντορες, η ανατροφοδότηση που λαμβάνουν από αυτήν την διαδικασία, καθότι και οι ίδιοι διακατέχονται από ένα αίσθημα μοναδικής ικανοποίησης, για την προσφορά αλλά και την αναγνώρισή τους στον επαγγελματικό τους χώρο, ενώ συγχρόνως η θητεία τους σε αυτή τη θέση αποτελεί προσόν που θα τους δώσει την ευκαιρία της επαγγελματικής εξέλιξης.

The social language forms of English as foreign language (EFL) teachers help them dominate their students through the application of lesson plans in a classroom context. The present review paper attempts to examine the classroom lesson plan, language and power in teaching English in a foreign language classroom by reviewing the application of a lesson plan in an EFL class, language, power and lesson plan and presenting some evidence for techniques of power in pedagogical interaction. It studies language and power across the application of a lesson plan in the EFL classroom context, the paper concludes that how the lesson plan of a foreign language teacher shapes the classroom discourse and power and how language teachers in turn have the capacity to create and impose discourses. The article concludes that the lesson plan and teacher’s talk play a crucial role in the exercise of power through the language of classroom teacher and both language teachers and mentors can benefit from the role of the lesson plan in the classroom context and finally recommends the future generation of digital classroom lesson plans.

http://www.ijllalw.org/finalversion825.pdf

This study is an investigation into what mentees and mentors perceive they are learning and what factors contribute to this learning, within formal mentoring relationships. A qualitative case study approach was taken to review mentors" and mentees" learning at regular intervals throughout a pilot formal mentoring programme, within a West Midlands Healthcare Trust. The results are presented within four categories of learning: cognitive, skill-based, affective-related learning and social networks. They demonstrate the changing scope of learning as process and product, and the impact of moderating factors on the mentoring relationships. These findings have practical implications for the development and design of formal mentoring programmes elsewhere.

This study uses systematic review methods to investigate the use of mentoring programs to assist young people in successfully transitioning back into their communities following a juvenile correctional placement. Few studies were found that used comparison or control groups and measured recidivism outcomes. The results of the studies were mixed, with one study finding no differences between groups, and the other two studies finding some recidivism reductions among youth who received the intervention. However, the absence of detailed information on the interventions, weak research designs, and the diversity of the mentoring programs contributed to an overall dearth of knowledge about the effectiveness of these interventions in reducing recidivism.