The study explores how internal coaches working in the HE sector manage the interplay of individual change and organisational change, and the implications for undertaking a change agency role during ...the coaching process. It is a qualitative study using constructivist grounded theory. The context for the research is Higher Education institutions operating internal coaching and mentoring services. The research offers a conceptual framework for how internal coaching supports organisational change, integrating three models constructed from the findings: the wayfaring organisational change model, the coach as change mediator model, and the coaching fulcrum model.
Lessons in Virtuous Mentorship Van Tongeren, Daryl R.
Spirituality in clinical practice (Washington, D.C.),
06/2024, Letnik:
11, Številka:
2
Journal Article
Recenzirano
I briefly reflect on core lessons learned from Dr. Ev Worthington, a generous and gracious mentor. I highlight how Ev's scholarly interest in virtues translated into a virtuous style of mentorship ...that shaped my research trajectory. Specifically, I review how Ev embodied virtuous character strengths as a form of mentorship: wisdom (read and think broadly), generosity (collaboration is the key to science), gratitude (no one owes you anything, so keep working hard), humility (curiosity and a desire to learn), courage (be the best), and forgiveness (relationships are the most important). In each section, I offer one of Ev's maxims that puts that virtue into practice. My hope is that this tribute will honor, celebrate, and thank Ev for his contributions.
I am both humbled and honored to be able to write about Everett L. Worthington Jr., a mentor, role model, and inspiration for myself and others. I met Ev over 20 years ago, and although I did not ...know it at the time, he would become one of the single most influential figures in my academic life. Ev is the very definition of a mentor. His work influenced my earliest writing on forgiveness and health, and his books, articles, presentations, sermons, and so forth have been an important part of my reading for years. Most importantly, his development of the concept of a stress-and-coping model of forgiveness opened the door for me to develop a line of work examining forgiveness and health. Added to this, Ev's REACH Forgiveness method allowed me to not only document the benefits of forgiveness but also help promote these benefits. I continue to believe that both forgiveness and self-forgiveness, as well as potentially other dimensions of forgiveness such as divine forgiveness, are powerful coping mechanisms that can and do have direct and indirect connections to health, well-being, and overall flourishing. I have been fortunate to have Ev as a mentor, colleague, and companion on this journey, and I am eager for our next collaborations. The science of forgiveness, while steadily growing, remains an understudied area of much promise for benefiting the human condition. Ev's leadership and contributions will no doubt continue to be the tip-of-the-spear of investigation in these areas.
The Intentional Mentor Johnson, W. Brad
Professional psychology, research and practice,
02/2002, Letnik:
33, Številka:
1
Journal Article
Recenzirano
How
can faculty in professional psychology programs become more intentional and
effective mentors? Many psychology graduate students are never mentored,
and very few psychologists have ever received ...training in the practice of
mentoring. This article briefly summarizes the nature of mentoring, the
prevalence of mentoring in psychology, primary obstacles to mentoring, and
some ethical concerns unique to mentoring. The article provides several
strategies to enhance mentoring and guidelines for the profession,
departments of psychology, and individual psychologists who serve as
mentors. This article is designed to help readers take a more deliberate
approach to the practice of mentoring.
Research and conference presentation experience is important for graduate school acceptance (Boyette-Davis, 2018), yet the process of undergraduate student and faculty collaboration on conference ...submissions is not widely discussed in the academy. In this article, we advocate for a transparent pedagogical approach to mentoring students through submitting and presenting at an academic conference. Student coauthors of academic conference submissions can gain valuable career skills through planning, writing, and presenting their work. We propose a three-stage approach to mentoring students through conference experiences to maximize the professional development of career skills: preparation, active attendance, and reflection. We offer points to ponder during each stage of the conference experience along with concrete ideas for communications and assignments for students. Importantly, engagement and reflection are emphasized to ensure that students continue to leverage the skills learned from the academic conference process throughout their undergraduate career and beyond. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
Mentorship During Transitions Runyan, Christine; Austen, Julie M; Gildenblatt, Limor
Families systems & health,
12/2017, Letnik:
35, Številka:
4
Journal Article
Recenzirano
Mentorship has been repeatedly shown to be a necessary component of successful professional development. However, effective mentorship can be elusive to define insofar as "you know it when you have ...it," but it is hard to match the objective qualities of mentorship with the subjective experience of effective and helpful mentoring. This article explores the Collaborative Family Healthcare Association's mentorship program from the perspective of one mentor and two mentees over the course of a yearlong formal relationship. During the year, both mentees had to navigate significant transitions, including changing jobs and having a baby; these experiences are relevant for many new career professionals.
PurposeThe purpose of this paper is to report the findings from an action research project in which the researchers sought to develop a set of questions for use by mentors (experienced teachers) and ...mentees (pre-service teachers) on a course of initial teacher education (ITE) when they first met – the “initial encounter”.Design/methodology/approachThe researchers used an action research approach in order to address the lower retention rate of pre-service teachers from different backgrounds, such as Black and Minority ethnic (BAME) and the issues around mentoring which may exacerbate this problem. Discussions between the course team and participating mentors and mentees suggested that the initial encounter between mentor and mentee was significant, and an action research methodology would allow for developing questions that might structure such encounters.FindingsThe researchers found that a useful and effective set of questions could be developed and used by mentors and mentees. Additionally, this process gave researchers insights into the nature of the first encounters between mentors and mentees on an ITE course and how both groups see their roles. In several cycles of action research, the participants produced a number of iterations of such questions, which were refined across a two-year period.Research limitations/implicationsWhile it is too early to tell if the issues leading to the lower retention rate of pre-service teachers that prompted the project have been reduced in any significant way, the researchers suggest that thinking about these initial encounters can have an impact on the way mentors and mentees go on to build a relationship.Originality/valueThe authors found that there is very little research in the field of teacher education which looks at initial encounters between mentors and mentees, and thus make an original contribution to the mentoring literature.
Background/purpose. There exists a desire to provide schoolteachers with mentors. In English schools, school-based mentors are mandatory for schools participating in Initial Teacher Education and the ...Early Career Framework. The purpose of this study is to highlight the need for a professional mentoring capacity within schools without burdening existing teachers' already stretched workload. To that end, a case study of secondary school mathematics teachers acting as early career teacher mentors were interviewed in order to ascertain whether they were officially recognized as school-based mentors. The participants were asked whether they held a title as a mentor, and their responses analyzed and interpreted according to Miles et al.'s (2020) "think display" visualization. Materials/methods. The literature has previously used the "Cinderella" metaphor to describe the role of school-based mentors. This study pursues this analogy to interpret school-based mentors' qualitative responses to juxtapose the metaphor in relation to schoolteacher recruitment and retention coupled to an extrinsic motivating factor to provide school-based teacher mentoring. Seven school-based mentors were interviewed separately within their own practice schools. Audio recordings and transcriptions of the interviews were shared with each respective participant for their approval and to check for accuracy, and each were also given the opportunity to withdraw from the study at every sequence, following the ethics agreement laid out by the researcher's university. The collected data were analyzed according to Miles et al.'s (2020) "think display" technique and a constructivist interpretation following research by Knapp (2019) to integrate theories of mentoring exposed by Kemmis et al. (2014). Results. The study founds that most teachers acting as mentors were extrinsically charged to fulfill the role since their employing school participated in initial and early career teacher provision. None of the participating teachers held a specific title of mentor as reward for their endeavor. This case study consisted of seven participants from seven different schools, and although small, the participant group was homogenous and therefore representative so as to interpret the phenomenon. The findings were then used to make predictions that could affect the success of mentoring programs for teachers. Conclusion. The study intended to add further evidence of the ethnomethodological actions of teacher mentoring in order to create an understanding of the profession in daily life. School teacher mentoring is seen as an effective way to support teachers, but if mentors are not recognized or rewarded the provision is at risk of becoming a cottage industry and unlikely to become common practice without being made mandatory. Governments may have act with good intent, but often their solutions are a one-size-fits-all approach and lack sufficient financial incentive. Teacher recruitment and retention is crucial to a government's education policy and therefore critical that strategies imposed upon teachers do not negatively impact upon their well-being or existing workload. This original case study aims to add to the empirical evidence existing in the field of teacher mentoring. Keywords: Mentor, Cinderella, intrinsic, extrinsic, ancillary
Three studies were conducted to develop a psychometrically sound, multidimensional measure of mentors' perceptions of negative experiences with their protégés. In Study 1, items were developed, and ...content-related validity was established. In Study 2, CFA was used to establish the dimensionality of the new measure. Construct-related (convergent and discriminant) and criterion-related validity evidence were also obtained by using data from matched mentor-protégé dyads. Study 3 replicated the factor structure of the instrument and provided additional validity evidence by using a sample of female academic mentors. The findings are discussed in terms of broadening the scope of mentoring research to consider the mentor's perspective of relationship problems and dyadic processes in mentoring relationships.
Mentoring relationships can become life and career-altering developmental relationships that are transformative for mentees and the profession. Yet, many psychology training program graduates miss ...out on the evidence-based benefits of mentorship. In this article, we explore the persistent obstacles to mentoring relationships in graduate education and propose that the key to more and better mentoring resides in a program's culture, not merely its specific faculty or formal mentoring structures. We offer a blueprint for perpetuating a mentoring culture that includes a communitarian ethos, frequent growth-fostering interactions, and mentoring relationships which are more reciprocal and relational in character. We conclude with several recommendations for training program leaders designed to enhance a relationship-rich training environment.
Public Significance Statement
This article highlights the importance of robust developmental relationships during training in psychology and other professions. It makes an evidence-based case for creating relationship-rich mentoring cultures in training programs. The proposed model marks a significant shift from current approaches to mentoring during graduate training.
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