Journal articles: 'Mentoring relationships'

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Delacruz, Elizabeth M., and Steve McGuire. "Foreword: Mentoring Research/Mentoring Relationships." Visual Arts Research 35, no. 2 (December 1, 2009): v—ix. http://dx.doi.org/10.2307/20715497.

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Karasik, Rona. "FULL CIRCLE: MENTORING IN GERONTOLOGY AND GERIATRICS EDUCATION." Innovation in Aging 6, Supplement_1 (November 1, 2022): 169. http://dx.doi.org/10.1093/geroni/igac059.673.

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Abstract More than just a buzzword in business and education, mentoring is a complex interactional process that, at its best, fosters personal and professional development for all involved. In other words, a good mentoring relationship can be both transformative and reciprocal. This raises the question of what is (and is not) a good mentoring relationship? Moreover, how does one enter into and capitalize on the benefits of mentorship? While some mentoring relationships are intentionally created, others seem to evolve so organically that participants are not immediately aware of mentoring’s presence. The current presentation looks at the nature of mentoring relationships within the context of gerontology and geriatrics education from both the mentor and mentee perspectives.

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Kurré, Jennifer, Eva Schweigert, Gerhild Kulms, and Andreas H. Guse. "Speed mentoring: establishing successful mentoring relationships." Medical Education 48, no. 11 (October 12, 2014): 1131. http://dx.doi.org/10.1111/medu.12555.

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Lee, Christopher S., Lisa Kitko, Martha Biddle, and Barbara J. Riegel. "Successful Mentoring Relationships." Journal of Cardiovascular Nursing 30, no. 5 (2015): 379–81. http://dx.doi.org/10.1097/jcn.0000000000000275.

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Kopp, Elaine M., and Janice L. Hinkle. "Understanding Mentoring Relationships." Journal of Neuroscience Nursing 38, no. 2 (April 2006): 126–31. http://dx.doi.org/10.1097/01376517-200604000-00009.

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Fouché, Christa, and Neil Lunt. "Nested Mentoring Relationships." Journal of Social Work 10, no. 4 (August 2, 2010): 391–406. http://dx.doi.org/10.1177/1468017310378780.

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Weimer, Kristina R. "Maximizing Mentoring Relationships." General Music Today 32, no. 2 (October 20, 2018): 12–17. http://dx.doi.org/10.1177/1048371318805226.

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The purpose of this article is to provide strategies for music teacher mentors and mentees to use to proactively develop and strengthen their relationships—whether they are assigned by an administrator or begin organically—to enhance the overall mentoring experience, making it mutually beneficial for mentor and mentee. Strategies include using communication and collaboration, building reciprocity between parties, expanding professional networks, and developing personal relationships. Intentional efforts to communicate, reflect, share, overcome challenges, and spur professional development enrich the mentoring experience for both parties.

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Hamilton, Stephen F., and Mary Agnes Hamilton. "Building mentoring relationships." New Directions for Youth Development 2010, no. 126 (July 20, 2010): 141–44. http://dx.doi.org/10.1002/yd.354.

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Williamson, Supriya, Edith Lawrence, Michael D. Lyons, and Nancy L. Deutsch. "What Mentees Bring: Relationship Characteristics Pre-Mentoring and Mentoring Relationship Satisfaction." Journal of Early Adolescence 40, no. 7 (December 5, 2019): 996–1022. http://dx.doi.org/10.1177/0272431619891251.

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A critical mechanism through which mentors are thought to influence developmental outcomes is the mentee-mentor relationship. Attachment theories suggest that a mentee’s perceptions of other relationships in her life may impact the quality of the mentor-mentee relationship. This study tests this hypothesis. Data were drawn from a sample of 205 early adolescent girls who received a college-aged mentor through the Young Women Leaders Program for one academic year. In this exploratory study, we examine the association between mentees’ relationship characteristics (i.e., perceptions of, feelings about maternal and peer relationships) and mentoring relationship satisfaction. Results of multiple linear regressions revealed that less maternal quality communication and trust was associated with lower quality mentoring relationships (β = .258, p < .05). Higher levels of maternal alienation were associated with higher quality mentoring relationships (β = .241, p < .05). Results can inform mentor training to support strong mentoring relationships with girls experiencing a variety of attachment-related challenges with their mothers.

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Eby, Lillian T., and Melissa M. Robertson. "The Psychology of Workplace Mentoring Relationships." Annual Review of Organizational Psychology and Organizational Behavior 7, no. 1 (January 21, 2020): 75–100. http://dx.doi.org/10.1146/annurev-orgpsych-012119-044924.

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Workplace mentoring relationships have been advanced as critical to employee development. However, mentoring research has tended to find small to moderate effects of mentoring on protégé and mentor outcomes and considerable heterogeneity in effect sizes. These findings underscore the need to better understand the psychology of mentoring relationships in order to maximize the benefits of mentoring for mentors, protégés, and organizations. In this article, after briefly reviewing established research on workplace mentoring relationships, we introduce five relationship science theories from outside organizational psychology and organizational behavior that provide new insight into the psychology of workplace mentoring: attachment theory, interdependence theory, self-expansion theory, Rhodes’ model of formal youth mentoring, and the working alliance. We then discuss several unique features of workplace mentoring that should be considered when applying these relationship science theories and introduce provocative ideas for future research. We conclude by discussing practical implications for mentors, protégés, and organizations.

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Kochan, Frances K., and Susan B. Trimble. "From Mentoring to Co-Mentoring: Establishing Collaborative Relationships." Theory Into Practice 39, no. 1 (February 2000): 20–28. http://dx.doi.org/10.1207/s15430421tip3901_4.

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Goldner, Limor, and Ofra Mayseless. "The Quality of Mentoring Relationships and Mentoring Success." Journal of Youth and Adolescence 38, no. 10 (October 2, 2008): 1339–50. http://dx.doi.org/10.1007/s10964-008-9345-0.

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DINGMAN, SHARON K. "Mentoring Connections: Learning Relationships." Creative Nursing 8, no. 3 (January 2002): 9–11. http://dx.doi.org/10.1891/1078-4535.8.3.9.

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Madison, Jeanne, and Carol Huston. "Faculty-Faculty Mentoring Relationships." NASPA Journal 33, no. 4 (July 1, 1996): 316–30. http://dx.doi.org/10.1080/00220973.1996.11072419.

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Yager, Joel. "Mentoring Relationships ‘Reciprocally Rewarding’." Psychiatric News 49, no. 3 (January 3, 2014): 1. http://dx.doi.org/10.1176/appi.pn.2014.2a17.

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Lock, Robin H., Suk-Hyang Lee, Raschelle Theoharis, Michael Fitzpatrick, Kyeong-Hwa Kim, Jerald M. Liss, Tracey Nix-Williams, Deborah E. Griswold, and Chriss Walther-Thomas. "Create Effective Mentoring Relationships." Intervention in School and Clinic 41, no. 4 (March 2006): 233–40. http://dx.doi.org/10.1177/10534512060410040601.

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Shelmerdine, Sarah, and Johann Louw. "Characteristics of mentoring relationships." Journal of Child & Adolescent Mental Health 20, no. 1 (August 2008): 21–32. http://dx.doi.org/10.2989/jcamh.2008.20.1.5.490.

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Fagenson-Eland, Ellen A., Michelle A. Marks, and Karen L. Amendola. "Perceptions of Mentoring Relationships." Journal of Vocational Behavior 51, no. 1 (August 1997): 29–42. http://dx.doi.org/10.1006/jvbe.1997.1592.

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Janssen, Suzanne, Joël Tahitu, Mark van Vuuren, and Menno D. T. de Jong. "Coworkers’ Perspectives on Mentoring Relationships." Group & Organization Management 43, no. 2 (September 22, 2016): 245–72. http://dx.doi.org/10.1177/1059601116669641.

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Research into workplace mentoring is primarily focused on the experiences and perceptions of individuals involved in the relationship, while there is scarcely any research focusing on the impact of mentoring relationships on their social environment. This exploratory research aims to give insight into how coworkers’ perceptions and experiences of informal mentoring relationships in their workgroup are related to their perceptions of workgroup functioning. The results of 21 semistructured interviews show that coworkers believe that mentoring relationships affect their workgroup’s functioning by influencing both their workgroup’s performance and climate. Coworkers applied an instrumental perspective and described how they think that mentoring relationships both improve and hinder their workgroup’s performance as they influence the individual functioning of mentor and protégé, the workgroup’s efficiency, and organizational outcomes. Furthermore, coworkers applied a relational perspective and described how mentoring relationships may influence their workgroup’s climate in primarily negative ways as they may be perceived as a subgroup, cause feelings of distrust and envy, and are associated with power issues. The results of this study emphasize the importance of studying mentoring relationships in their broader organizational context and set the groundwork for future research on mentoring relationships in workgroups.

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Scandura, Terri A. "Dysfunctional Mentoring Relationships and Outcomes." Journal of Management 24, no. 3 (June 1998): 449–67. http://dx.doi.org/10.1177/014920639802400307.

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A comprehensive review of the mentoring literature reveals that unpleasant aspects of mentoring relationships at work have been understudied. This persists, despite evidence that dysfunctions may be occurring in mentoring relationships. A typology of negative mentoring styles is presented. Next, a model of outcomes that may be associated with dysfunctional mentoring is developed to underscore the need to investigate the full range of mentorship in future work.

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Freeman Jr, Sydney, and Frances Kochan. "Exploring mentoring across gender, race, and generation in higher education." International Journal of Mentoring and Coaching in Education 8, no. 1 (March 4, 2019): 2–18. http://dx.doi.org/10.1108/ijmce-05-2018-0027.

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Purpose The purpose of this paper is to examine a long-term mentoring relationship between a White female from the Traditional Generation and an African American male from the Xennial Generation, as engaged in a mentoring relationship within higher education institutions in the USA. The study investigated if, how and to what degree the differences and similarities between them influenced their mentoring relationship. Design/methodology/approach The authors used an autoethnographic approach involving extensive questioning, dialoguing, note keeping and analysis over eight months. Findings The analysis suggested that race had the greatest influence on the relationship. The primary reasons for mentoring success were similarities in family backgrounds and commonly held values. Research limitations/implications This study may not be generalizable to mentoring relationships that do not involve cultural differences in race, age or gender. Practical implications The paper offers a model for the types of strategies individuals can use in cross-racial mentoring endeavors to help build and sustain these relationships. It also includes suggestions for individuals engaged in mentoring relationships, which include gender, race or age differences, and organizations seeking to enhance diversity within their institutions. Originality/value There is not an extensive body of research on individual cross-racial, gender and generational mentoring that provides an analysis of the experience of those involved. Additionally, the model presented for examining cross-racial mentoring relationships is unique.

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Cook, David A., Rebecca S. Bahn, and Ronald Menaker. "Speed mentoring: An innovative method to facilitate mentoring relationships." Medical Teacher 32, no. 8 (July 27, 2010): 692–94. http://dx.doi.org/10.3109/01421591003686278.

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Welsh, Elizabeth Torney, and Erica W. Diehn. "Mentoring and gender: perception is not reality." Career Development International 23, no. 4 (August 13, 2018): 346–59. http://dx.doi.org/10.1108/cdi-11-2017-0198.

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Purpose The purpose of this paper is to explore whether the disconnect between mentoring theory, which posits that women receive less workplace mentoring than men, and empirical results, which have found that women report equivalent or more mentoring received than men, is due to differences in perception rather than in actual mentoring provided. Design/methodology/approach Using an MTurk sample of working adults (n=251), a 2 (protégé/participant gender: male/female) × 2 (mentor gender: male/female) × 3 (amount of mentoring: high/medium/low) between-subjects experimental design was tested. This approach held relationship characteristics constant, allowing for an examination of the role of gender in mentoring perceptions. Findings Gender was associated with the way protégés viewed a mentoring relationship and their reports of mentoring received. When identical relationships were described, women were more likely than men to identify a senior colleague as a mentor, and protégés in heterogeneous gender mentoring relationships reported more mentoring received than those in homogeneous gender relationships. Research limitations/implications When examining mentoring, perceptual differences need to be considered before drawing conclusions. Practical implications This study calls into question findings of equivalent mentoring – refocusing attention on the importance of informal mentoring for improving women’s workplace outcomes. Originality/value Using an experimental design that holds relationship characteristics constant, this study is able to examine whether perceptions of mentoring are affected by gender. No study has previously done so, and results from the current study help to explain why there has been a disconnect between theory and empirical results.

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Son, SuJin. "Facilitating employee socialization through mentoring relationships." Career Development International 21, no. 6 (October 10, 2016): 554–70. http://dx.doi.org/10.1108/cdi-02-2016-0014.

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Purpose The purpose of this paper is to advance understanding of the mentor factors that promotes mentoring outcomes. This was done by investigating the role of mentors’ learning goal orientation (LGO), their learning activity such as reflection, the perceived relationship quality in relation to the mentoring functions received by protégés, and the furtherance of their socialization in a formal mentoring relationship. Design/methodology/approach In total, 131 matched mentor-protégé dyads were recruited from three different organizations in Korea, for the final analysis. Structural equation modeling and Hayes's PROCESS macro were used to test the proposed model and the moderating effect of perceived relationship quality. Findings Results show that mentors’ LGO was positively related to their reflection. Additionally, mentors’ reflection was positively associated with mentoring functions received by protégés. Further, mentoring functions received by protégés were positively related to protégés’ socialization. In particular, mentors’ reflection mediates the relationship between mentors’ LGO and mentoring functions received by protégés. Moreover, perceived relationship quality moderates the relationship between mentors’ LGO and their reflection. Originality/value Even though mentoring research is well advanced, not many researches have yet investigated mentors’ LGO and their learning activity such as reflection, in relation to mentoring functions received by protégés and their socialization.

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Gregoric, Carolyn, and Annabelle Wilson. "Informal peer mentoring in early career researchers." International Journal for Researcher Development 6, no. 1 (May 11, 2015): 40–56. http://dx.doi.org/10.1108/ijrd-08-2014-0020.

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Purpose – The purpose of this paper is to explore an informal interdisciplinary peer-mentoring relationship between two early career researchers. Design/methodology/approach – A case study approach, using autoethnography, was employed to explore the relationship from a complex adaptive systems (CAS) perspective. Findings – Informal peer-mentoring relationships may improve the work effectiveness and quality of the doctoral student and early career researcher experience. CAS can be an effective overarching theory for expanding understandings about mentoring. Research limitations/implications – This case study is limited to two early career researchers. Practical implications – Informal peer mentoring may help to overcome challenges encountered by doctoral students, early career researchers and university staff members. CAS accounts of mentoring have the potential to open new possibilities for future mentoring research. Originality/value – This paper provides unique insights into the experiences of doctoral students postgraduation and a long-term informal peer-mentoring relationship. Explorations of mentoring relationships from a CAS perspective are innovative.

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Beskine, Deborah. "Mentoring students:establishing effective working relationships." Nursing Standard 23, no. 30 (April 2, 2009): 35–40. http://dx.doi.org/10.7748/ns.23.30.35.s50.

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Heuer, Bronwen, Nancy Duffrin, and Andrew Faskowitz. "Leveraging Learning through Mentoring Relationships." Journal of Educational Technology Systems 25, no. 2 (December 1996): 133–39. http://dx.doi.org/10.2190/l48x-8qf6-mwul-v89c.

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Integration of technology into the learning environment has been the long-term mission of the Office of Instructional Computing at the State University of New York at Stony Brook. For many years this has been a Sisyphean struggle due to budget constraints and professional staff reduction. Nonetheless we have maintained the motto that, “The student comes first.” Therefore we attempt to provide students with an environment where they feel comfortable seeking help and where they are encouraged to expand their knowledge and skills beyond classroom requirements. Having discovered the richness of peer relationships, the Office of Instructional Computing has sought to engage students in two very special roles: as peer mentors and as technology mentors to faculty. This article will discuss these two mentoring relationships, examining the design of the programs, the successes, and the unavoidable investments that such endeavors entail.

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Baranik, Lisa E., Natalie A. Wright, and Kelly L. Reburn. "Mentoring relationships in online classes." Internet and Higher Education 34 (July 2017): 65–71. http://dx.doi.org/10.1016/j.iheduc.2017.05.001.

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Siegel, Philip H., James W. Smith, and Joseph B. Mosca. "Mentoring relationships and interpersonal orientation." Leadership & Organization Development Journal 22, no. 3 (May 2001): 114–26. http://dx.doi.org/10.1108/01437730110389265.

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Ragins, Belle Rose. "Antecedents of Diversified Mentoring Relationships." Journal of Vocational Behavior 51, no. 1 (August 1997): 90–109. http://dx.doi.org/10.1006/jvbe.1997.1590.

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Tenenbaum, Harriet R., Faye J. Crosby, and Melissa D. Gliner. "Mentoring Relationships in Graduate School." Journal of Vocational Behavior 59, no. 3 (December 2001): 326–41. http://dx.doi.org/10.1006/jvbe.2001.1804.

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Rogawski, David Spencer, and Mary Morgan Rogawski. "Generational Differences in Mentoring Relationships." JAMA 320, no. 10 (September 11, 2018): 1037. http://dx.doi.org/10.1001/jama.2018.9027.

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Warraich, Haider Javed. "Generational Differences in Mentoring Relationships." JAMA 320, no. 10 (September 11, 2018): 1037. http://dx.doi.org/10.1001/jama.2018.9031.

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Williams, Michael Steven, Tiffany Jeanette Brown Burnett, Talia Kay Carroll, and Cameron J. Harris. "Mentoring, Managing, and Helping." Journal of College Student Retention: Research, Theory & Practice 20, no. 2 (July 13, 2016): 253–78. http://dx.doi.org/10.1177/1521025116657834.

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This study utilizes a critical race theory framework to explore the ways race and gender influence Black doctoral students’ socialization experiences. Themes about the varied roles and identities of important socialization agents emerged from the data. Managing expectations, engaging in help-seeking behavior, and developing fulfilling mentoring relationships, also proved instrumental to these students’ retention and persistence in doctoral study. Furthermore, their experiences offer insights about the complexity of navigating the various relationships, including, but not limited to the traditional mentor-protégé, student–advisor relationship in doctoral studies as Black students. Through their narratives, participants describe vivid experiences of fear, distrust, and betrayal that halted their development as scholars. They also share stories of support, care, and triumph as the potential of supportive relationships are realized. Implications for praxis, theory, and future research are discussed.

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Arora, Ridhi, and Santosh Rangnekar. "Dispositional traits influence on mentoring relationships." South Asian Journal of Global Business Research 5, no. 3 (October 17, 2016): 306–22. http://dx.doi.org/10.1108/sajgbr-04-2016-0030.

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Purpose The purpose of this paper is to investigate the role of personality factors in influencing mentoring relationships in the South-Asian context. Design/methodology/approach The sample included 363 subjects from public and private sector organizations in North India. Findings Results revealed that in the Indian context, conscientiousness acts as significant predictor of perceived psychosocial mentoring, agreeableness acts as significant predictor of perceived career mentoring support, and emotional stability acts as significant predictor of both categories of mentoring relationships. Further, managers employed in public sector organizations were found to be high on all the Big Five personality factors and mentoring functions in contrast to managers from private sector organizations. Research limitations/implications Overall, the results suggest that mentoring relationships should operate in organizations with a firm understanding of employees’ personality traits. Implications and future research directions were also discussed. Further, suggestions have also been given for incorporating various interventions in order to handle employees with different personality attributes such as counseling for helping emotionally unstable employees manage their emotions and stress. Originality/value To the knowledge, this is the first study that seeks to examine impact of personality factors on mentoring relationships in the South-Asian context.

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Spencer, Renée. "A Working Model of Mentors’ Contributions to Youth Mentoring Relationship Quality: Insights From Research on Psychotherapy." LEARNing Landscapes 5, no. 2 (May 2, 2012): 295–312. http://dx.doi.org/10.36510/learnland.v5i2.567.

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Mentoring is a flexible approach to youth development that can promote positive outcomes through informal learning. Not all mentoring relationships are beneficial, however, as lower quality mentoring relationships tend to have little effect. A mentor’s overall approach to the relationship has been found to influence relationship quality. But what does it take to engage a young person in such a relationship and sustain it over time? In this paper, I draw from the research on psychotherapy and other related literatures to briefly sketch out a working model for the determinants of mentoring relationship quality and then focus in detail on one of these—the contributions of the mentor.

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Keramidas, Natacha L., John E. Queener, and Paul J. Hartung. "Forming mentoring relationships in graduate education: The role of personality." Australian Journal of Career Development 31, no. 2 (July 2022): 118–29. http://dx.doi.org/10.1177/10384162221107972.

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This study investigated mentoring relationships between doctoral students and faculty members. We examined initiation of mentoring as a mediator between key personality facets and mentoring received among 162 doctoral students (females = 77%, 77% psychology programs). Results confirmed that initiation of mentoring relationships by doctoral students significantly predicted mentoring received. Furthermore, mentoring initiation also mediated relationships between several personality facets (friendliness, assertiveness, achievement-striving, self-efficacy, and self-consciousness) and mentoring received. By demonstrating the significance of student-initiated mentoring and the influence of specific personality facets on this proactive behavior, our study underscores the importance of providing an environment supportive of mentoring and setting expectations for students early on in their doctoral studies if they are to benefit from mentoring. Future research on the impact of age could also help advance understanding of mentoring among older students as the career landscape continues to change.

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Bradbury, Leslie Upson. "Educative mentoring: Promoting reform-based science teaching through mentoring relationships." Science Education 94, no. 6 (March 1, 2010): 1049–71. http://dx.doi.org/10.1002/sce.20393.

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Wadhwa, Vibhor, Paul Nagy, Avneesh Chhabra, and Cindy S. Lee. "How Effective are Your Mentoring Relationships? Mentoring Quiz for Residents." Current Problems in Diagnostic Radiology 46, no. 1 (January 2017): 3–5. http://dx.doi.org/10.1067/j.cpradiol.2016.05.004.

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Grant, Matthew A., Gordon A. Bloom, and Jordan S. Lefebvre. "Lessons Learned: Coaches’ Perceptions of a Pilot E-Mentoring Programme." International Sport Coaching Journal 7, no. 1 (January 1, 2020): 22–30. http://dx.doi.org/10.1123/iscj.2018-0058.

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The purpose of this study was to examine mentor and mentee perceptions of the viability of a pilot e-mentoring programme for U.S. lacrosse (USL) coaches. Twelve mentees and 12 mentors were paired into dyads, met at a national coaching convention, and were directed to continue their mentoring relationship for up to 6 months via an online platform. Semistructured postprogramme interviews were conducted with four mentors and six mentees at the conclusion of the mentoring relationships. Interviews were transcribed verbatim and analysed via thematic analysis. Results showed that mentors and mentees experienced many of the benefits, barriers, and advantages found in traditional mentoring and e-mentoring relationships. Of interest were three key findings in which trust and respect was quickly experienced by participants, equity within the relationship created collegiality, and technology barriers limited effective teaching methods. Based on the results, practical implications for e-mentoring programmes are presented.

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Rhodes, Jean E., Sarah E. O. Schwartz, Margaret M. Willis, and Max B. Wu. "Validating a Mentoring Relationship Quality Scale." Youth & Society 49, no. 4 (August 2, 2016): 415–37. http://dx.doi.org/10.1177/0044118x14531604.

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Youth mentoring relationships have significant potential for promoting positive youth development. Nonetheless, the benefits derived from such relationships depend considerably on the length and quality of the bonds that are created between mentors and youth. Although some attention has been paid to youth’s experience of relationship quality, few studies have focused on mentors’ experience of relationship quality. In the context of a national sample of mentor and youth dyads in Big Brothers Big Sisters community-based mentoring programs ( N = 5,222), the current study validated a new mentor-reported measure of relationship quality, explored associations between mentor and youth assessments of relationship quality, and investigated the capacity of early assessments of relationship quality to predict mentoring relationship duration. Implications for research and practice are discussed.

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Pollard, Rhiannon, and Swapna Kumar. "Mentoring Graduate Students Online: Strategies and Challenges." International Review of Research in Open and Distributed Learning 22, no. 2 (January 18, 2021): 267–84. http://dx.doi.org/10.19173/irrodl.v22i2.5093.

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The proliferation of online graduate programs, and more recently, higher education institutions’ moves to online interactions due to the COVID-19 crisis, have led to graduate student mentoring increasingly occurring online. Challenges, strategies, and outcomes associated with online mentoring of graduate students are of primary importance for the individuals within a mentoring dyad and for universities offering online or blended graduate education. The nature of mentoring interactions within an online format presents unique challenges and thus requires strategies specifically adapted to such interactions. There is a need to examine how mentoring relationships have been, and can best be, conducted when little to no face-to-face interaction occurs. This paper undertook a literature review of empirical studies from the last two decades on online master’s and doctoral student mentoring. The main themes were challenges, strategies and best practices, and factors that influence the online mentoring relationship. The findings emphasized the importance of fostering interpersonal aspects of the mentoring relationship, ensuring clarity of expectations and communications as well as competence with technologies, providing access to peer mentor groups or cohorts, and institutional support for online faculty mentors. Within these online mentoring relationships, the faculty member becomes the link to an otherwise absent yet critical experience of academia for the online student, making it imperative to create and foster an effective relationship based on identified strategies and best practices for online mentoring.

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Sellers, Kathleen, Tasneem Amatullah, and Joel R. Malin. "Learning to level up: personal narratives about mentoring for the professoriate during a crisis." International Journal of Mentoring and Coaching in Education 10, no. 2 (January 26, 2021): 173–87. http://dx.doi.org/10.1108/ijmce-01-2021-0006.

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PurposeThe authors' purpose is to illuminate ways in which care within the mentor–mentee relationship influences the efficacy of mentoring for/in the professoriate, within and beyond the novel circumstances of the COVID-19 pandemic.Design/methodology/approachA narrative inquiry design drew on the authors' distinct positionalities and experiences of mentoring and being mentored by one another to provide a multi-layered analysis of mentor–mentee relationships. Utilizing care theory, we paid particular attention in our narratives and analysis to the affective dimensions of mentoring within the distinct context created by the COVID-19 pandemic.FindingsOur data analysis revealed three themes: (1) mentor humility was relevant to mentees' success, (2) relationship longevity mattered, and (3) caring mentoring relationships were affectively and empirically generative.Research limitations/implicationsNarrative inquiry, generally, is limited in its generalizability but can be a powerful tool to facilitate knowledge sharing. Our analysis suggests areas which merit further research and may have broader implications. Namely, during trying times the normalization of professor humility may enhance the quality and generativity of the mentoring relationships, especially when combined with networking support.Practical implicationsWe make seven recommendations to enhance the efficacy of professors as mentors and mentees in need of mentorship.Originality/valueMentors who practice care-for their mentees, as opposed to care-about, enhance the efficacy of the mentoring relationship.

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Gadomska-Lila, Katarzyna. "Effectiveness of reverse mentoring in creating intergenerational relationships." Journal of Organizational Change Management 33, no. 7 (July 17, 2020): 1313–28. http://dx.doi.org/10.1108/jocm-10-2019-0326.

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PurposeDemographic changes and consequent diversification of teams of employees in organisations require us to change one’s approach to managing human resources and to search for new methods adjusted to contemporary challenges. One of such methods is reverse mentoring. It is a new form of mentoring where the younger employee is the mentor sharing expertise with the older employee. The purpose of this article is to identify advantages that reverse mentoring offers individuals who participate in the mentoring relationship – the younger mentor and the older mentee, and the entire organisation, as well as to identify conditions conducive to revealing desired advantages.Design/methodology/approachThe article presents results of empirical research conducted based on the qualitative method and semi-structured individual interviews. The research focussed on five pairs from five different organisations operating in Poland who applied reverse mentoring as well as managers or human resources managers of these enterprises.FindingsResearch results show that reverse mentoring may offer numerous advantages to both individuals engaged in the relation (the mentor and the mentee) and the entire organisation. Thus, reverse mentoring seems to be an efficient tool for sharing knowledge, creating engagement, developing leadership and, first and foremost, building intergenerational relations based on mutual acceptance. Conclusions drawn from the research show that efficacy of reverse mentoring depends on the level of engagement in the mentor/mentee relation and the level of organisational support – engagement of the officers, supportive organisational culture and atmosphere conductive to cooperation.Research limitations/implicationsOne of the limitations of the research is the fact that reverse mentoring is not common in Polish organisations, thus the number of the interviews is limited. Furthermore, the data were collected from companies operating in Poland and they refer to one cultural circle. Another limitation is closely connected with the nature of qualitative research, as the research findings may be influenced by the personal perspective of participants.Practical implicationsThe paper helps managers to build intergenerational relations. It encourages the use of reverse mentoring by emphasising its various benefits. It also specifies the conditions which need to be taken into consideration in order to increase the chances of enjoying the benefits, especially the necessity to prepare individual development plans adjusted to the needs and expectations of participants, proper selection of pairs for the mentoring relation and sufficient preparation of each party to the relation. This knowledge may be used by practitioners of managing human resources to develop organisational support for mentoring programmes.Social implicationsThe paper presents reverse mentoring as an opportunity for intergenerational knowledge sharing and developing intergenerational cooperation.Originality/valueThe results of the research extend the knowledge in the area of applying reverse mentoring to create intergenerational relationships. So far, this subject has received limited attention in the literature. Since reverse mentoring is not a widespread method, and research in this area is relatively rare, the value of the paper is to fill the gaps in this subject.

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Spencer, Renée, Antoinette Basualdo-Delmonico, Jill Walsh, and Alison L. Drew. "Breaking Up Is Hard to Do." Youth & Society 49, no. 4 (August 1, 2016): 438–60. http://dx.doi.org/10.1177/0044118x14535416.

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Endings in youth mentoring relationships have received little empirical attention despite the fact that many relationships do end. The present study utilized qualitative interview data collected from participants in a longitudinal study of community-based mentoring relationships to examine how and why the relationships ended and how participants experienced these endings. Interviews with 48 pairs of mentors and youth and the youth’s parent or guardian conducted at the time the mentoring relationship ended were analyzed. Three types of procedural endings (formal goodbye planned and completed, formal goodbye planned but not completed, and agency ended) were identified as were five main reasons for relationship endings (changes in life circumstances, youth dissatisfaction or disinterest, mentor dissatisfaction, gradual dissolution, and mentor abandonment). Interrelationships between ending types and reasons are discussed, as are the roles of relationship strength and program support in these processes.

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Distelberg, Brian John, and Thomas V. Schwarz. "Mentoring Across Family-Owned Businesses." Family Business Review 28, no. 3 (November 21, 2013): 193–210. http://dx.doi.org/10.1177/0894486513511327.

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Nearly three decades of research on mentoring has offered empirically supported processes in developing a mentoring relationship. Yet the application of mentoring within family businesses has received little exploration. Since much of the current mentoring literature is focused on general workplace mentoring, it is not clear how the multidimensional and interdependent systems within family businesses might complicate the translation of the existing literature to family business populations. This study examines interorganizational family business mentoring relationships to determine whether there are any issues which differentiate it from the existing mentoring research findings.

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Mboka, Abu K. "University Students’ Relationship-Based Mentoring in School Settings." International Journal of Offender Therapy and Comparative Criminology 62, no. 8 (June 29, 2017): 2271–91. http://dx.doi.org/10.1177/0306624x17712327.

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How university students perform the tasks of mentoring, and the kinds of activities that are successful and unsuccessful in relationship-based mentoring interactions when mentors are instructed to “first establish relationships and then use the relationship to promote prosocial thinking and behaviors,” remains an unfamiliar area of youth mentoring. Thus, the purpose of this study is to develop some understanding of steps criminal justice majors took and the behavioral goals and objectives they pursued during their semester-long mentoring interactions with primary, middle, and high school pupils within a local school district. Conventional content analysis methods were used to systematically identify, classify, and code themes and patterns of self-reported activities. Results show that student-mentors overwhelmingly engaged in activities that addressed known risk factors associated with antisocial thinking, attitudes, and behaviors. The results provide insights into the dynamics of this form of mentoring that emphasizes the importance of healthy relationships between protégés and mentors and advance reasons for further investigation of the effectiveness of a relationship-based mentoring approach.

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Pinazo, Sacramento, and Cathy Tompkins. "Mentoring: How to Harness the Full Potential of Youth Mentoring Relationships?" Journal of Intergenerational Relationships 6, no. 2 (May 28, 2008): 246. http://dx.doi.org/10.1080/15350770801955479.

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Bynum, Yvette P., and Clara Young. "Female Superintendents and the Effects of Mentoring Relationships." International Journal for Innovation Education and Research 3, no. 10 (October 31, 2015): 117–25. http://dx.doi.org/10.31686/ijier.vol3.iss10.452.

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Women make up the majority of personnel in today’s school systems yet few are employed in the highest position-superintendent. In one southern state, the State Department of Education (2009) reported 22 % of superintendents were women. Nationwide, the percentage is 24.1% (Kowalski, McCord, Petersen, Young, & Ellerson, 2011). However, in comparison to the number of women who begin their careers in education, there is still a wide inequity between the percentages of those in the ranks and those in positions of superintendent (Katz, 2012). One of the reasons for the lack of women in upper level administration is the lack of mentoring, both formal and informal. Therefore, mentoring becomes an essential element in providing the guidance and support for women who aspire to be in a leadership position.This study examined the effects of career and psychosocial mentoring functions on the careers of women superintendents currently serving in a southern state by exploring both informal and formal mentoring relationships and the way these relationships serve as effective tools on the position attained and career development. The results of this study showed that the career mentoring functions and psychosocial mentoring functions had a statistically significant impact on the careers of female superintendents. Findings from this research indicate that mentoring relationships have the potential for female administrators to make successful career advancement.

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Beskine, Deborah. "Mentoring students: establishing effective working relationships." Nursing Standard 23, no. 30 (April 2, 2009): 35–40. http://dx.doi.org/10.7748/ns2009.04.23.30.35.c6929.

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Journal articles on the topic 'Mentoring relationships'

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