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Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 27 stycznia 2023

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1

Washington, Rhianon S. "How does a developmental relationship mentoring model affect toxicity experienced in mentoring relationships?" Thesis, Oxford Brookes University, 2012. https://radar.brookes.ac.uk/radar/items/f895b582-d67a-2874-402d-03559b6205ed/1/.

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Mentoring receives a consistently favourable press and its merits and benefits are widely researched and acclaimed (for example Clutterbuck, 1995 and Harrington, 2011). Some advocates appear almost evangelical in their perspective and responses to the mentoring process. From offender schemes (Tarling, Davison and Clarke, 2004), to initiatives for small businesses (NWDA, 2010), the UK government continues to invest heavily in the concept of mentoring. Despite these plaudits mentoring relationships can occasionally founder and, due to the intensity of the relationship harm can be inflicted on both mentor and mentee alike. Such failing relationships are usually ascribed the provocatively charged label of 'toxic' mentoring (Feldman, 1999; Gray and Smith, 2000). Both the human and financial implications of failed mentoring relationships are a serious problem for government investment. Although a relatively under-researched phenomenon the incidents of negative mentoring experiences are not uncommon (Simon and Eby, 2003). Investment in mentoring has grown, with a proliferation of progressive schemes addressing an array of specific issues, from adult substance misuse (Welsh Assembly, 2009) to workplace gender inequalities (EC, 2007). With investment ranging from thousands of pounds in small scale schemes to hundreds of thousands of pounds, the economic implications of failure are potentially significant. Hamlin and Sage (2011) argue that while research has studied the benefits of mentoring, there is little focus on what constitutes effective mentoring in formal settings, or the interpersonal processes involved. Allen and Poteet (1999:70) noted that research was "desperately needed to assess the specific design features" of successful mentoring programmes. The focus has been on the programmes themselves rather than the individuals within them, and findings have centred on programme improvements and objectives or better matching processes in order to understand successful mentoring (Eby and Lockwood, 2005). The measurement of mentoring success however, is problematic and a uniform model for evaluation remains elusive. In one study (Gaskell, 2007) just 34% of organisations were able to successfully measure the impact of coaching, despite the availability of adequate resources and substantial investment in the programmes. Demonstrating return on investment for enterprises involving soft skills can be challenging, particularly when endeavouring to separate the mentoring aspect from other influencing factors. Establishing return on expectation is however, a more manageable proposition and can prove valuable. Attempts to identify the impact of professional development interventions have generated some innovative approaches such as the 'isolation factor' identified in research by McGovern, Lindemann, Vergara, Murphy, Barker and, Warrenfeltz (2001). The study separates out the effects of coaching but is generated purely from the perspective of the participants, which arguably lacks objectivity. However its success is measured, the popularity of mentoring continues to grow and its benefits remain appreciated (CIMA, 2002). Ineffective mentoring may be avoided through understanding its characteristics and the rationale of failed relationships may prevent repetition, providing a valid objective worthy of further research.
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2

Walabe, Eman. "Trust in e-Mentoring Relationships". Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23902.

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The role of trust in traditional face-to-face mentoring has already been investigated in several research studies. However, to our knowledge, very few studies have examined how trust is established in electronic-mentoring relationships. The purpose of the current study is to examine by means of the Mayer et al. (1995) model how e-mentees perceive a prospective e-mentor's trustworthiness and how these perceptions influence the decision to be mentored by a particular e-mentor. A sample comprised of 253 undergraduate and graduate students from the Telfer School of Management at the University of Ottawa participated as potential mentees by completing a survey after having reviewed the selected e-mentor’s profile. The survey employed quantitative and qualitative measurements to assess the mentee's perception of the prospective e-mentor’s level of trustworthiness. In the quantitative section, both the Behavioural Trust Inventory (Gillespie, 2003) and the Factors of Perceived Trustworthiness (Mayer et al., 1999) were measured. The Behavioural Trust Inventory was designed to measure the extent to which a mentee is willing to be vulnerable in e-mentoring relationships. The Factors of Perceived Trustworthiness (ability, benevolence and integrity) were designed to measure these three attributes’ contributions to the extent to which the mentees perceived the e-mentor as being trustworthy. The factorial structure (confirmatory factor analysis) and internal consistency (Cronbach’s alpha) of the constructs were examined. Structural equation modeling was conducted to test the fit of the models (Behavioural Trust Inventory and Mayer et al.) to an e-mentoring context. In the qualitative section, the indicators of trustworthiness were collected by means of an open-ended question and were analyzed by means of content analysis. The results of the quantitative analysis revealed that the models (the Behavioural Trust Inventory and the Factors of Perceived Trustworthiness) have an adequate fit with the e-mentoring model after accounting for some correlated error terms. The results of the qualitative analysis identified some other attributes (apart from ability, benevolence and integrity groups) have an influence on the extent to which the mentees perceived the e-mentor as being trustworthy. The main finding is that the Mayer et al. (1995) model appears to be a suitable device for the measurement of trust in e-mentoring relationships at the initiation phase.
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3

Mountain, N. F. "Youth mentoring : mentors' and caseworkers' perspectives of enduring mentoring relationships". Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1432130/.

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This thesis focuses on youth mentoring, a popular form of intervention for disadvantaged young people. It is presented in three parts. The literature review examines the effectiveness of youth mentoring programmes for young people engaging in, or at risk for, antisocial behaviour. Fourteen studies met the criteria for the review. Methodological quality was assessed using The Quality Assessment Tool for Quantitative Studies by the Effective Public Health Practice Project. Overall, the studies provide limited but promising evidence for mentoring for antisocial youth, and the quality of evidence was good. Further research is needed to clarify the benefits of mentoring for this high-risk group. The empirical paper reports on a qualitative study (part of a larger evaluation with Evans, 2011 and Prytys Kleszcz, 2012) exploring mentors' approaches in enduring mentoring relationships with disadvantaged children in middle childhood and early adolescence. It focuses on how mentors think about, engage with and respond to their mentees. Semi-structured interviews were conducted with 10 pairs of mentors and their caseworkers; transcripts were analysed thematically. Participants' accounts indicated that the mentoring relationships followed distinctive, uneven trajectories, and mentors faced considerable challenges and dilemmas in responding to their mentees' needs. The study points to the high level of mentor skill and resilience required to sustain a close mentoring relationship, and the important role of supervision in facilitating this process. The critical appraisal reflects on the process of planning and executing the research presented in the empirical paper. It also explores conceptual issues raised by the research related to recruitment, training and support procedures in youth mentoring.
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4

van, Esch Chantal. "Humble Mentoring: Understanding Humility's Impact on Mentoring Relationships and Career Outcomes". Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1491580376321883.

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5

Rosser, Manda Hays. "Chief executive officers: their mentoring relationships". Texas A&M University, 2004. http://hdl.handle.net/1969.1/1474.

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The majority of mentoring research has explored mentoring from the vantage point of protégé perceptions, reactions, experiences, and development (Wanberg et al. 2003; Kram, 1988). Participants in mentoring studies have commonly been employees, college students, or mid-level managers. Little is known regarding the impact of mentoring roles in relation to top executives who are, over the span of their careers, likely to participate in developmental relationships as both mentor and protégé. In fact, accessing people who are active CEOs has been extremely problematic for a majority of interested researchers (Thomas, 1995). Limited research on mentoring and especially that on CEOs is used to inform the current Human Resource Development (HRD) scholarship and practice. The current study will inform HRD and provide insight into how mentoring relationships can be used to develop individuals in organizations. Key findings from this study were reported from a qualitative study (Moustakas, 1994) involving twelve CEOs of large for-profit US corporations who detailed their experiences as both mentors and protégés. Emerging themes from the larger study overlap, in part, with key mentoring functions as identified by Kram (1988). In addition to reinforcing and informing the work of Kram (1988), key CEOs provided insight regarding their experiences in long-term (several years or more) mentoring relationships. The combined themes resulted in a framework demonstrating the development of mentoring relationships. In addition to a general discussion of a mentoring framework, I focused the study primarily on CEO perceptions regarding the impact of their mentoring related experiences on 1) how their mentors have impacted their development; 2) how they mentor others; and 3) the relational elements in mentoring relationships. Because a rarely assessed population was studied, scholars and practitioners in HRD will gain a unique understanding and greater insight into how mentoring relationships develop professionals, particularly CEOs.
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6

Fowler, Jane, i j. fowler@griffith edu au. "Mentoring relationships at work: An investigation of mentoring functions, benefits, and gender". Griffith University. School of Applied Psychology, 2002. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030226.074725.

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The program of research reported here provides a contemporary view of mentoring relationships. In particular, it presents a definition that reflects mentoring experiences in modern organisations, identifies mentoring functions and benefits as perceived by mentees and mentors, and examines the relationships between those constructs and gender. Forty-eight mentees and mentors from a range of organisations, representing all possible gender combinations of mentee-mentor, were interviewed about their mentoring experiences. Content analysis of the interview data identified 42 categories of mentoring functions and 29 categories of benefits perceived by mentees and mentors. The emergent categories of mentoring functions and benefits were used to construct measurement instruments. The instruments were then completed by 500 mentees and mentors, again representing all four gender combinations of mentee-mentor, from a range of organisations. Principal components analyses revealed seven mentoring functions identified by mentees and eight by mentors. Those functions were Personal and Emotional Guidance, Coaching/Learning Facilitation (identified as two separate functions by mentors), Advocacy, Role Modelling, Career Development Facilitation, Strategies and Systems Advice, and Friendship. The study extended empirical research by identifying a range of distinct mentoring functions rather than the broad category approach adopted in previous research. The principal components solutions generated separately for mentees and mentors were similar, indicating convergent views between the providers and recipients of these functions. Several of the mentoring functions that emerged were similar to those identified by Kram (1980) and the emergence of new functions was interpreted in light of changes in organisations over the past 20 years and the recruitment of representative samples, in this study, that reflected those changes. Principal components analyses also revealed four mentoring benefits identified by mentees and five by mentors. Benefits for mentees were Professional Enhancement, Interpersonal Relationship, Professional Induction/ Immersion, and Professional Reward. By identifying the benefits that mentees themselves perceive as being attributable to their mentoring relationships, the current study extended empirical research on mentee benefits beyond, objective, traditionally measured outcome variables. Benefits for mentors were Professional Enhancement, Organisational and Peer Recognition, Interpersonal Relationship, Meaningfulness and Fulfillment, and Productivity. The range of benefits that emerged reflects the importance mentees and mentors place on the psychological and interpersonal experiences of their mentoring relationships. The relationships between mentoring functions and benefits and gender were examined for both mentees and mentors. Results indicate that gender effects are limited to only some mentoring functions and benefits. Examination of the relationships between distinct mentoring functions and benefits indicated that specific mentoring functions are related to particular benefits for both mentees and mentors. The theoretical and practical implications of these findings are discussed and suggestions for future research are provided.
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7

Beaunae, Cathrine. "Teachers' perceptions of interpersonal mentoring relationships in one early childhood mentoring program". [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0041015.

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8

Keramidas, Natacha L. "Personality and Mentoring: An Investigation of the Role of Proteges' personality, Protege-initiation of Mentoring Relationships and Mentoring Received in Doctoral Programs". University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1503423084293622.

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9

Harper, Kelly. "Evaluating the outcomes of formal mentoring relationships". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0022/MQ27037.pdf.

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10

Meier, Robert. "Perceptions of Faculty-Student Informal Mentoring Relationships". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3761.

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Perceptions of Faculty-Student Informal Mentoring Relationship This qualitative study examined the informal mentoring relationships between faculty and students at two small, faith-based, liberal arts campuses. Perceptions of both faculty and students’ views of informal mentoring were studied. The research questions further explored the factors that encouraged or discouraged faculty-student informal mentoring as well as the role of on-campus faculty housing. Student participants were selected after completing an online survey regarding their perception of connection with professors at the campus location. Faculty participants were selected after completing an online survey regarding their perception of how much time they spent with students outside the classroom. From these responses, nine students and nine faculty members were selected and agreed to participate in semi-structured interviews. Recognizing the power of story to communicate rich biographical moments, a narrative inquiry approach to data collection and data analysis was utilized and triangulated with observation, field notes, and historical document review. Interviews were analyzed using three cycles of coding that generated the resulting themes. Eight themes were identified from the data and include intentionality towards care and concern, the importance of relationship building, investment of time, size of campus, spaces that contribute to informal mentoring, the role of on-campus faculty housing, blurred lines, and hindrances to connection. Additionally, the experience of faith-based student development, student-faculty relationships on faith-based campuses, the notion of vocational calling, and impacts on informal mentoring are explored.
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11

Harper, Kelly Carleton University Dissertation Management Studies. "Evaluating the outcomes of formal mentoring relationships". Ottawa, 1997.

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12

House, Lawrence Duane. "The influence of a group mentoring program on adolescents' parent and peer relationships". restricted, 2005. http://etd.gsu.edu/theses/available/etd-04212005-113021/.

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13

Webb, Shannon. "Exploring the relationship of emotional intelligence to transformational leadership within mentoring relationships". [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000229.

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Bencaz, Nicholas. "THE IMPACT OF ORGANIZATIONAL POLITICS ON MENTORING RELATIONSHIPS". Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3766.

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Mentoring in the workplace has become an increasingly popular trend because of its touted success at addressing the career and social related needs of employees. While the majority of the research on mentoring has examined protégé benefits, far fewer studies have examined the potential negative effects of mentoring. Moreover, little is known about the antecedents of negative mentoring experiences. A primary objective of the present study was to investigate relations between mentor and protégé perceptions of organizational politics and reports of functional and dysfunctional mentoring. In addition, I examined the joint contribution of functional and dysfunctional mentoring to a number of protégé outcomes. Data were collected from 93 mentor-protégé dyads employed across the United States by a marketing communications business. Results indicated that mentors who perceived their climate to be more political expressed greater motivation to mentor for their own self-enhancement and lesser motivation to mentor for their own intrinsic satisfaction. Protégés who perceived their climate to be more political reported a greater incidence of dysfunctional mentoring. Protégé reports of the functional mentoring they received accounted for unique variance in predicting supervisor ratings of their performance, whereas dysfunctional mentoring accounted for unique variance in predicting turnover intentions, stress, and job satisfaction. The results of this study broaden our understanding of the manner in which mentoring relationships can go awry.
Ph.D.
Department of Psychology
Sciences
Psychology PhD
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15

Dnasky, Kathryn H. "The influence of social categorization on mentoring relationships". The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1279571659.

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Dansky, Kathryn H. "The influence of social categorization on mentoring relationships /". The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487775034179419.

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com, brooker ma@gmail, i Miriam Brooker. "Youth Mentoring and Adult-Youth Relationships: The Importance of Context". Murdoch University, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090824.140806.

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This study is about programmes that foster adult-youth relationships and more specifically about the community context necessary for such programmes to flourish. The study is designed to explore a faith-based community context in which a youth mentoring programme is being considered as a strategy to help develop adult-youth relationships and youth participation in the community. The focus of this research is an Anglican parish in Perth, Western Australia. The study evaluates whether mentoring would be the most appropriate adult-youth programme intervention to facilitate parish ministry to its young people. Three literatures related to formal adult-youth programmes including youth mentoring, intergenerational and youth-adult partnerships inform the study. Key programme characteristics and theoretical models related to the three literatures are identified, as well as recommended practices or behaviours associated with the development of effective adult-youth relationships. The study methodology emphasises wide consultation and elicits the perceptions and expectations of participants regarding youth mentoring and youth participation. Illuminative evaluation, action research and mixed methods approaches are integrated and combined within the study, incorporating a range of data sources to be compared and contrasted to identify adult and youth needs and to produce recommendations pertinent to the parish context. A sociocultural approach to data analysis and interpretation, as outlined by Barbara Rogoff, is employed to foreground interpersonal relationships in the parish whilst also considering individual and cultural-institutional planes of analysis. Youth participation is identified to be an adult need given the anxiety of many study participants about the future of the parish and their valuing of a community incorporating all age groups. Despite generally positive participant expectations of mentoring as an intervention, study findings indicate that a formal youth-adult activity programme would be more likely to respond to the needs of all young people connected to the parish. Mentoring is identified to be one potential form of youth-adult activity that could be included, as well as being a form of relationship that could develop naturally. The study includes four main recommendations regarding preparatory activities intended to support the design and implementation of an effective parish adult-youth programme: (1) Address barriers to communication between youth and adults; (2) Be aware of power differences between adults and youth; (3) Be open to supporting youth initiated change; and (4) Develop a shared vision for youth participation in the parish. Overall, lessons learned from the youth mentoring, intergenerational and adult-youth partnership literatures suggest that a focus on mutuality and reciprocity between youth and adults is most beneficial for the development of ongoing relationships.
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Ayers, Penny Marie Portwood Sharon G. "School-based mentoring examining the link between the quality of mentoring relationships and school connectedness /". Diss., UMK access, 2005.

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Thesis (M.A.)--Dept. of Psychology. University of Missouri--Kansas City, 2005.
"A thesis in psychology." Typescript. Advisor: Sharon G. Portwood. Vita. Leaf 57 bound in before leaf 56. Title from "catalog record" of the print edition Description based on contents viewed May 31, 2006. Includes bibliographical references (leaves 53-56). Online version of the print edition.
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McShane, Anne. "Perceived Affective and Behavioral Characteristics of Mother-Daughter Relationships and Subsequent Mentoring Relationships". DigitalCommons@USU, 1989. https://digitalcommons.usu.edu/etd/2665.

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Mentoring has been recognized as an important relationship in a variety of circumstances. This study was conducted for the purpose of determining the perceived benefits or disadvantages of a mentor relationship and identifying characteristics of the relationship. Another objective was to explore to what extent the nature of the mother/daughter relationship functions as a factor that makes the choice of a mentoring pattern more likely. The study sample consisted of 47 females, 12 graduate students and 35 assistant or associate professors on the faculty at Utah State University. The subjects completed several mother/daughter inventories, a mentoring inventory, and a personality inventory. Twenty subjects were interviewed for a more in-depth exploration of both their mentoring experience and mother/daughter relationship. Subjects were divided into groups based on gender of the person most facilitative of their professional objectives. The male-Mentored, female-mentored, and non-mentored groups were comparable on measures of perceived mother.daughter relationship characteristics and personality variables. The relationship between the score on a mother/daughter attention measure and total mentor score was .29. The Pearson correlations between perceived mother rejection and father love was -.61. Subjects were categorized as to whether they et the criteria for having had a mentor based on scores on a mentor inventory. Seventy-eight percent of subjects who specified females as most significant to their career met the criteria for having been mentored. Fifty percent of subjects who indicated a male was most facilitative scored high enough to meet the criteria. A multiple regression model used to predict total mentor score based on perceived mother attention and gender of mentor accounted for 20% of the total variability. An interaction was present between gender of the individual specified to be most significant tot he protege and perceived mother attention. Separate multiple regression equations resulted in a correlation of .53 between mother attention and mentor score when the specified individual was male and .16 when the individual named was female.
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Robertson, Tip M. A. "Making the Connection: How Mentors Choose Protégés in Academic Mentoring Relationships". Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28469/.

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Among other things, mentoring research is concerned with how mentors go about the process of choosing who they should mentor. Even when mentoring relationships are assigned, mentors need to feel that the efforts they are putting forth are worth the time and energy. What protégé attributes best attract the attention of a mentor? What mentor attributes make some protégés more attractive to them than others? This study looks at 3 explanations for mentor-protégé attraction, shedding light on the mental processes that influence why some protégés find it easy to get mentors and why some have a much tougher time finding the right person to mentor them. Practical and theoretical implications of this study are included.
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Tillman, Linda Carole. "Mentoring African American faculty in predominantly white institutions : an investigation of assigned and informal mentoring relationships". Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1230740094.

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Darby, Barbara Ann Barnaby. "Professional Socialization and Mentoring Relationships in Beginning Nursing Practice". UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/332.

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The purpose of this study was twofold--to gain understanding of early professional socialization in beginning nursing practice from the beginning practitioner's perspective and to explore the influences of mentoring on the professional socialization of beginning nurses. Participants were thirty-one novice practitioners from an associate in science degree nursing program in the Southeast section of the United States. The unique perspectives of beginning nurses were gained through the use of focus groups. Data analysis consisted of content analysis, data display and reduction, identification of themes, and conclusion drawing. Findings supported the notion that professional socialization occurs in phases. Beginners anticipate initial work environments that facilitate ongoing socialization. Mentoring/preceptorship relationships are anticipated and desired as part of the socialization process. Early in beginning practice novices demonstrated an external locus of control and focused on their preparation for the role and support systems. Late in beginning practice novices demonstrated an internal locus of control and were concerned about impending independent practice and the continuing need to learn. Findings may assist nursing educators and nursing practitioners to facilitate beginners' entry and role transition. Future research should address the mentors' perspective, locus of control, and differences based on the professional education program completed by the beginner.
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Lim, Gabriel Abad. "An Examination of Personality on Mentoring and Coaching Relationships". Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579267.

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Mentoring and coaching programs have been shown to be effective in giving student teachers skills that transfer over to the workplace. Part of an effective mentoring or coaching relationship is the quality of the relationship between the mentor and the protégé. Previous research suggests that personality tends to predict the quality of a mentoring relationship; high openness, high conscientiousness, and low neuroticism tend to positively predict the reception of mentoring and coaching. The formation of a mentoring relationship may be established either face-to-face or via online communication. The research reported here examines the personality data of eleven participants in a hybrid face-to-face/online mentoring and coaching program for student teachers. Survey data measuring personality and relationship quality was collected. Given insufficient data or power to perform a statistical analysis, t-tests of mean differences were conducted to detect any existing trends between openness, conscientiousness, neuroticism, and relationship quality. Except for neuroticism, the findings lacked sufficient power to detect any trends.
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Gaddis, Steven Michael Tyson Karolyn. "What's in a relationship? testing theories of social capital using data from mentoring relationships /". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2954.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2010.
Title from electronic title page (viewed Jun. 23, 2010). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Sociology." Discipline: Sociology; Department/School: Sociology.
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Salasa, Niamat. "The relationship between transformational leadership, trust and peer mentoring: An exploratory study of the Peer Mentoring Programme at the University of the Western Cape". University of the Western Cape, 2012. http://hdl.handle.net/11394/4522.

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Magister Commercii (Industrial Psychology) - MCom(IPS)
Transformational leadership has received considerable attention within the organizational sphere in the last decade. Leadership in higher education institutions has also received attention as there is a concern about the retention rates of students. Academic leaders have identified unclear educational goals, dissatisfaction with academic programmes, and unclear career objectives as reasons for student attrition. Therefore, skills training and development programmes became the priority of academic institutions for the purpose of retaining students to sustain a competent and efficient workforce generation in all spheres. The University of the Western Cape’s Peer Mentoring Programme offers a strategy to increase retention of students because it addresses several causes of student drop out such as, inadequate academic preparation for tertiary institutions, lack of knowledge about social or academic resources and adapting to new surroundings for first year students. Based on a review of empirical findings, this research elucidated the theoretical terrain of mentoring, transformational leadership and trust. The exploration of the literature highlighted the similarities and differences between transformational leaders and mentors are discussed. An adapted version of the Multifactor leadership questionnaire (MLQ), and the workplace trust survey (WTS) was administered to a sample of 54 mentors in a university’s peer mentoring programme within the Western Cape South Africa. The University of the Western Cape’s peer mentoring programme (PMP) was utilised as a case study and a convenience sampling approach was employed. The results emanating from this research indicate that there is a significant relationship between transformational leadership and trust. Biographical variables namely gender, age and previous experience within the mentoring programme as a follower (mentor) were examined amongst the sample of PMP to determine if any of the variables contributed towards the differences in perceptions of transformational leadership and trust in the leader (head mentor). These biographical variables demonstrated no significant difference in transformational and trust levels. Notwithstanding the limited generalizability of this study, implications for research and practice are suggested and recommendations are made to facilitate improved functioning of the PMP.
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Thompson, Merrilee Susan. "Troubling the taken-for-granted, mentoring relationships among women teachers". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/NQ48729.pdf.

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Levine, Michelle. "Experiences of trust in longer-lasting formal youth mentoring relationships". Thesis, University of Massachusetts Boston, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10246302.

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The purpose of this longitudinal qualitative study was to investigate youth experiences of trust and mentor experiences supporting youth trust in longer-term formal youth mentoring relationships. Trust was defined as youth relying on and confiding in their mentors based on experiences of mentor reliability, honesty, and emotional sensitivity and protection from emotional harm. Thematic analysis was conducted on interview data from a longitudinal dataset, involving analysis of narratives from interviews (n=147) with youth, mentors, and parents for mentoring matches that lasted at least two years. Overall, participants in this study identified multiple ways trust was experienced by youth and supported by mentors. Additionally, various experiences seemed more or less critical depending on the timepoint in the relationship. Mutuality in confiding--involving mentor intentionality around making such confiding developmentally appropriate, appropriate to the nature of the mentoring relationship, and done in the service of the mentee and not the mentor--was a central way youth experienced trust and mentors supported youth trust. Youth demonstrated considerable strengths in wanting to rely on and confide in their mentors, in valuing such experiences for the emotional support and meaningful well-being they conferred, and in being self-protective around engaging in these experiences depending on various aspects of mentor attunement, time, and level of trust developed in the relationship. Youth experiences of trust became, over time, more multifaceted, and as such, some events that may have seemed negative or that perhaps carried greater potential for rupture in the beginning of the relationship seemed understood and experienced by youth as weighing less heavily as time went on and trust was known in many ways. While these experiences seemed to play out somewhat uniquely in each match, the themes found in this study captured common elements shared across these longer-term matches. Sociopolitical context and social ecology were found to be important for the development of youth trust. Two main contextual themes highlighted in this study, talking about race and racism, and family involvement, were especially important for supporting meaningful and beneficial experiences of youth trust in this context and setting. Implications for research and practice are discussed.

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Weese, Meghan M. "Relationships among Mentoring, Empowerment, and Organizational Commitment in Nurse Leaders". University of Akron / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=akron1619191200443595.

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Grace-Rowland, Miriam. "Dimensions of Mentoring Relationships in the Workplace: A Holistic Perspective". Antioch University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1205288852.

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Stevens, Matthew Dean. "Maintaining BBBS Mentoring Relationships: Exploring Predictors of Intensity of Contact". Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1411134490.

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Brooker, Miriam Rose. "Youth mentoring and adult-youth relationships : the importance of context /". Murdoch University Digital Theses Program, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090824.140806.

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Westland, Peter R. "Insights into the determinants towards building successful dyadic mentoring relationships". Thesis, Sheffield Hallam University, 2016. http://shura.shu.ac.uk/20518/.

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This thesis provides insight to dyadic mentoring relationships experienced through a mentoring programme within a Higher Education Institution, UK. The aim of the investigation is to explore what happens within mentoring relationships, how they build and whether, determinants, characteristics and traits which differentiate 'successful' and 'unsuccessful' relationships can be identified. This study is important since organisations and individuals invest time and resource into mentoring schemes and by providing insight into factors which support successful mentoring this may help to inform future mentoring scheme design and implementation. Currently there is an identified lack of in-depth empirical research in the field. The experience of eleven mentoring pairs was the focus of this research. A longitudinal study was undertaken over the period of the mentoring intervention and the participants' 'lived' experiences were elicited at four points in time to provide insight into each of the mentoring relationships. Sixty seven interviews were recorded and interpreted. Through the analysis of each case (relationship pairing) insights into the determinants that influence dyadic mentoring relationship building is presented. A conceptual framework is derived, offering new insights, new ways of thinking about how the complexities of mentoring relationship building interplay. This research labels the themes as: perspicacity, capacity, modus-operandi, ingredients. It identifies a typology and classification of mentoring relationship types, which this research labels as: progressive, flat-lining, break-down and reveals determinants which contribute to 'successful' mentoring relationships and conversely factors which inhibit development and may lead to dysfunctionality. The significance of an additional pre-mentoring phase, is highlighted, which focuses attention to the need for participants to have prior knowledge and understanding of their role and responsibility in the process of mentoring relationship building. A mentoring relationship building framework is derived, which illustrates the interrelated roles of the mentor and mentee as they build their mentoring relationships over time through the phases of the mentoring process. These contributions and insight may inform future practice and scheme implementation within organisations and provide opportunities for further research.
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McCusker, Megan Elizabeth. "An investigation of mentoring relationships: What factors contribute to satisfaction?" CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1557.

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Brooker, Miriam. "Youth mentoring and adult-youth relationships: The importance of context". Thesis, Brooker, Miriam (2009) Youth mentoring and adult-youth relationships: The importance of context. Masters by Research thesis, Murdoch University, 2009. https://researchrepository.murdoch.edu.au/id/eprint/715/.

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This study is about programmes that foster adult-youth relationships and more specifically about the community context necessary for such programmes to flourish. The study is designed to explore a faith-based community context in which a youth mentoring programme is being considered as a strategy to help develop adult-youth relationships and youth participation in the community. The focus of this research is an Anglican parish in Perth, Western Australia. The study evaluates whether mentoring would be the most appropriate adult-youth programme intervention to facilitate parish ministry to its young people. Three literatures related to formal adult-youth programmes including youth mentoring, intergenerational and youth-adult partnerships inform the study. Key programme characteristics and theoretical models related to the three literatures are identified, as well as recommended practices or behaviours associated with the development of effective adult-youth relationships. The study methodology emphasises wide consultation and elicits the perceptions and expectations of participants regarding youth mentoring and youth participation. Illuminative evaluation, action research and mixed methods approaches are integrated and combined within the study, incorporating a range of data sources to be compared and contrasted to identify adult and youth needs and to produce recommendations pertinent to the parish context. A sociocultural approach to data analysis and interpretation, as outlined by Barbara Rogoff, is employed to foreground interpersonal relationships in the parish whilst also considering individual and cultural-institutional planes of analysis. Youth participation is identified to be an adult need given the anxiety of many study participants about the future of the parish and their valuing of a community incorporating all age groups. Despite generally positive participant expectations of mentoring as an intervention, study findings indicate that a formal youth-adult activity programme would be more likely to respond to the needs of all young people connected to the parish. Mentoring is identified to be one potential form of youth-adult activity that could be included, as well as being a form of relationship that could develop naturally. The study includes four main recommendations regarding preparatory activities intended to support the design and implementation of an effective parish adult-youth programme: (1) Address barriers to communication between youth and adults; (2) Be aware of power differences between adults and youth; (3) Be open to supporting youth initiated change; and (4) Develop a shared vision for youth participation in the parish. Overall, lessons learned from the youth mentoring, intergenerational and adult-youth partnership literatures suggest that a focus on mutuality and reciprocity between youth and adults is most beneficial for the development of ongoing relationships.
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Brooker, Miriam. "Youth mentoring and adult-youth relationships: The importance of context". Brooker, Miriam (2009) Youth mentoring and adult-youth relationships: The importance of context. Masters by Research thesis, Murdoch University, 2009. http://researchrepository.murdoch.edu.au/715/.

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This study is about programmes that foster adult-youth relationships and more specifically about the community context necessary for such programmes to flourish. The study is designed to explore a faith-based community context in which a youth mentoring programme is being considered as a strategy to help develop adult-youth relationships and youth participation in the community. The focus of this research is an Anglican parish in Perth, Western Australia. The study evaluates whether mentoring would be the most appropriate adult-youth programme intervention to facilitate parish ministry to its young people. Three literatures related to formal adult-youth programmes including youth mentoring, intergenerational and youth-adult partnerships inform the study. Key programme characteristics and theoretical models related to the three literatures are identified, as well as recommended practices or behaviours associated with the development of effective adult-youth relationships. The study methodology emphasises wide consultation and elicits the perceptions and expectations of participants regarding youth mentoring and youth participation. Illuminative evaluation, action research and mixed methods approaches are integrated and combined within the study, incorporating a range of data sources to be compared and contrasted to identify adult and youth needs and to produce recommendations pertinent to the parish context. A sociocultural approach to data analysis and interpretation, as outlined by Barbara Rogoff, is employed to foreground interpersonal relationships in the parish whilst also considering individual and cultural-institutional planes of analysis. Youth participation is identified to be an adult need given the anxiety of many study participants about the future of the parish and their valuing of a community incorporating all age groups. Despite generally positive participant expectations of mentoring as an intervention, study findings indicate that a formal youth-adult activity programme would be more likely to respond to the needs of all young people connected to the parish. Mentoring is identified to be one potential form of youth-adult activity that could be included, as well as being a form of relationship that could develop naturally. The study includes four main recommendations regarding preparatory activities intended to support the design and implementation of an effective parish adult-youth programme: (1) Address barriers to communication between youth and adults; (2) Be aware of power differences between adults and youth; (3) Be open to supporting youth initiated change; and (4) Develop a shared vision for youth participation in the parish. Overall, lessons learned from the youth mentoring, intergenerational and adult-youth partnership literatures suggest that a focus on mutuality and reciprocity between youth and adults is most beneficial for the development of ongoing relationships.
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Radina, Rachel. "Creating a Quality Youth Mentoring Relationship: The Perspectives of College Student Mentors". Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1280247731.

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Endres, Carsyn J. "“Since I did it you can too:” Comprehending the Impact of Racially Dissimilar Mentoring". University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1617106998963097.

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Smith, Yusuf. "Diversified mentoring relationships in the South African context: an exploratory framework". Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3166_1255352226.

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The role that mentor and proté
gé
play in transforming South African society in general and the business environment in particular, is important and lends new meaning to leveling of the playing fields. Fundamental to success of any mentorship programme is the relationship between the mentor and the proté
gé
. Since mentors play a key role in shaping the proté
gé
they have to employ strategies that offer practical and emotional support to the proté
gé
while understanding the implication of mentoring in a particular social and political context. The mentor is also an intermediary between the proté
gé
and the organization. This research report developed an exploratory analytical framework to understand mentoring relationships, with particular reference to the South African regulatory context and the internal organization factors that impact mentoring relationships, and the effect on affirmative action in South African organizations.

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Shareef, Kulsam. "Mentoring relationships for collaborative professional development practices in maldivian primary schools". The University of Waikato, 2008. http://hdl.handle.net/10289/2424.

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This thesis explores how mentoring was perceived and experienced as a professional development strategy for two teachers in a Maldivian primary school. It reports on how the mentoring relationship between the two teachers and the researcher evolved over the period of the data collection process. The research also explores the two teachers perceptions of the existing professional development activities. Further, report on the existing barriers which restricted establishing continuous professional developmental opportunities in the primary schools of Maldives. Data collection was through action research using concept maps for formative assessment purposes. The concept map was planned as an intervention at mentoring sessions to incorporate new pedagogy to create student-centred learning opportunities. The intervention was evaluated intensively through observation and feedback in the mentoring process. The researcher had dual roles in this action research. One role was that of researcher: collecting data on the progression of the mentoring relationship and the pedagogical changes by the participants. The second was that of mentor: coaching and assisting the two teachers to reflect on the planning and executing of the intervention in their respective classrooms. Through the action research process, data was collected on changes that the two teachers brought to their teaching. Data was also gathered on the mentoring relationship that evolved in the data collection process. In addition, semi-structured interviews were conducted to investigate the two teachers‟ willingness to engage in their own learning. The semi-structured interviews also explored the two teachers‟ perception on mentoring to establish a culture of learning in the school. The study indicated that one-off professional development sessions and a system of in-school clinical supervision to be the main professional development activities for the schools. Further the findings indicated that these activities did not meet the teachers‟ learning needs. ii Findings also indicated that the participants favoured the learning opportunities mentoring process created. The study further established both participants as keen learners, and willing participants in planning and re-planning the intervention in the mentoring process for the action research. The findings also report that the collaborative work atmosphere in the mentoring relationship assisted the two teachers to eliminate the fears associated with introducing new pedagogy. In conclusion, the study reports on barriers that may restrict creating effective mentoring relationships in primary schools of Maldives. The barriers identified were associated time for mentoring, mismatch of mentoring partners, poor collaborative relationships and mentor knowledge and experience. In addition recommends exploring how the supervisors‟ current role of evaluator can be changed to mentor role and the possibilities of group mentoring. Further study is recommended to explore how long term mentoring relationships can be developed considering the time constraints in Maldivian two session primary schools.
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Lentz, Elizabeth. "Protege and mentor characteristics examining individual differences in effective mentoring relationships /". [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001956.

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Morin, Mariko Anne. "The impact of youth mentoring relationships on children, parents, and mentors". Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114125.

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The present qualitative, multiple-case study research (a) explored the relationship processes in youth mentoring relationships with children, mentors, and parents, and (b) explored the perceived impacts of participating in the mentoring relationship on children, mentors, and parents. This study combined the tenets of two current theoretical models of youth mentoring, namely, developmental (Rhodes, 2005) and systemic (Keller, 2005b), in order to obtain a holistic view of mentoring relationships. In-depth, semistructured interviews were conducted with 12 child-mentor-parent triads participating in a formal, traditional mentoring programme, and whose relationships had been established for one or more years. A thematic cross-case analysis was carried out. Nine different themes relating to the system and another nine themes relating to perceived individual impacts emerged. The inter-relatedness of the system throughout the relationships and its impacts on individuals became apparent. Globally, mentoring relationships can provoke positive, life-altering changes in children, mentors, and parents, when placed in the context of a healthy system in which participants work in concert with each other, collaborating in the children's best interests. Participants addressed the complexities of maintaining this positive momentum, and many experienced difficulty adapting and negotiating the new roles they had to play. Misunderstandings on either side may have negative consequences and initiate a negative spiral that could take considerable effort to turn around. Caseworkers play a large role in helping participants maintain their roles and deffusing difficulties. The use of matched triads to explore both impacts and relationships in the mentoring process yielded important insights and indicated that multiple perspectives greatly contribute to the understanding of the field of youth mentoring.
La présente étude de cas multiples a exploré deux facettes: (a) les processus de relations qui existent entre enfants, mentors, et parents qui participent dans un jumelage de mentorat, et (b) les impacts perçus de la participation au jumelage sur les enfants, mentors, et parents. Afin d'obtenir une vision globale des relations de mentorat, cette étude a tenu compte des principes de deux modèles théoriques actuels sur le mentorat auprès des jeunes, soient le modèle développemental (Rhodes, 2005) et le modèle systémique (Keller, 2005b). Des entrevues semi-structurées ont été menées auprès de 12 triades enfant-mentor-parent qui participaient à un programme formel de mentorat traditionnel. Les relations étudiées étaient établies depuis au moins un an. Une analyse thématique de cas croisés a été réalisée. Neuf thèmes différents relatifs au système et neuf autres thèmes relatifs à la perception des impacts individuels ont émergé. L'interdépendance du système à travers les relations et les impacts sur les individus ont été mis en évidence. Globalement, un jumelage de mentorat peut provoquer des changements positifs chez les enfants, les mentors et les parents, lorsque les relations entre les participants sont saines et lorsque les participants travaillent de concert les uns avec les autres dans le meilleur intérêt des enfants. Les participants ont abordé la complexité et les défis associés à la continuité des relations triadiques positives. L'adaptation et la négociation de leurs nouveaux rôles représentent des défis majeurs. Des malentendus entre participants peuvent entraîner des conséquences négatives sur tous. Ainsi, les intervenants cliniques jouent un rôle important en aidant les participants à maintenir leurs rôles et leurs limites et à désamorcer les difficultés. Les multiples perspectives ont aidé à mieux comprendre les impacts et les relations entre participants, et contribuent à la compréhension globale des relations de mentorat auprès des jeunes.
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Malat, Katerina. "The Power of One| Understanding Key Variables in Transformational Mentoring Relationships". Thesis, The Chicago School of Professional Psychology, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637167.

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What often stands out in people's life stories is the presence of one person who seemed to change the course of their life. Although such life-changing relationships are portrayed in literature, and can be found all around us, there has been limited research on what makes these experiences possible. Many relevant studies have been conducted within the field of mentoring, however the transformational elements of such relationships have remained elusive. This study, through phenomenological qualitative research, involving semi-structured dyadic interviews, explores mentorships that have been identified as "transformational" and aims to discover the key attributes common in these relationships. Thirteen mentees, whose lives have been significantly changed by their mentorships, agreed to participate, along with their mentors. Several themes emerged from these narratives of transformational relationships: Commitment and Caring, Involvement, Affirmation/ Recognition of Mentee, the mentor being a Role Model and Contextualizing the Relationship, and the mentee having a Unique Experience. These common elements may provide a way to enhance mentoring efforts and facilitate life-changing relationships between adults and youth in need.

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Early, Sherry Lynn. "An Examination of Mentoring Relationships and Leadership Capacity in Resident Assistants". Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1387541026.

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Lennon, Kathleen Johnson. "The influence of mentoring relationships on socialization in the faculty role /". The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487936356158888.

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Schweers, Ellen H. "Moral Training for Nature's Egotists: Mentoring Relationships in George Eliot's Fiction". Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2868/.

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George Eliot's fiction is filled with mentoring relationships which generally consist of a wise male mentor and a foolish, egotistic female mentee. The mentoring narratives relate the conversion of the mentee from narcissism to selfless devotion to the community. By retaining the Christian value of self-abnegation and the Christian tendency to devalue nature, Eliot, nominally a secular humanist who abandoned Christianity, reveals herself still to be a covert Christian. In Chapter 1 I introduce the moral mentoring theme and provide background material. Chapter 2 consists of an examination of Felix Holt, which clearly displays Eliot's crucial dichotomy: the moral is superior to the natural. In Chapter 3 I present a Freudian analysis of Gwendolen Harleth, the mentee most fully developed. In Chapter 4 I examine two early mentees, who differ from later mentees primarily in that they are not egotists and can be treated with sympathy. Chapter 5 covers three gender-modified relationships. These relationships show contrasting views of nature: in the Dinah Morris-Hetty Sorrel narrative, like most of the others, Eliot privileges the transcendence of nature. The other two, Mary Garth-Fred Vincy and Dolly Winthrop-Silas Marner, are exceptions as Eliot portrays in them a Wordsworthian reconciliation with nature. In Chapter 6 I focus on Maggie Tulliver, a mentee with three failed mentors and two antimentors. Maggie chooses regression over growth as symbolized by her drowning death in her brother's arms. In Chapter 7 I examine Middlemarch, whose lack of a successful standard mentoring relationship contributes to its dark vision. Chapter 8 contains a reading of Romola which interprets Romola, the only mentee whose story takes place outside nineteenth-century England, as a feminist fantasy for Eliot. Chapter 9 concludes the discussion, focusing primarily on the question why the mentoring theme was so compelling for George Eliot. In the Appendix I examine the relationships in Eliot's life in which she herself was a mentee or a mentor.
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McLaughlin, Marc D. "Developmental Assets in Urban Youths’ Mentoring Networks: Relationships with Important Adults". Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1218840610.

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Chandler, Jack L. "Conflict in student teacher-cooperating teacher relationships". Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Viers-Yaun, Dawn. "Career and Relationship Satisfaction among Female Faculty in MFT Programs". Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/26819.

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In this study, I explored the career satisfaction, relationship satisfaction, friendship intimacy, and mentoring functions of female faculty in marriage and family therapy (MFT) programs. Study participants included 111 women affiliated with a MFT program in a research or liberal arts institution or training institute. Participants completed the Faculty Satisfaction Questionnaire (FSQ), Kansas Martial Satisfaction Questionnaire (KMS), Miller Social Intimacy Scale (MSIS), Mentoring Functions Questionnaire, and a demographics section with open-ended questions about their experiences. Faculty women reported higher levels of satisfaction with teaching than with service or research and higher satisfaction with service than research. Faculty who were part of a significant relationship reported high scores on the KMS while faculty who had a close friend indicated moderate intimacy levels on the MSIS. Those with a mentor reported that their mentor provided more psychosocial mentoring functions than career mentoring functions. Characteristics of the mentor and the mentoring relationship predicted the extent of the psychosocial and mentoring functions provided. Associations among career satisfaction, relationship satisfaction, friendship intimacy, mentoring functions, and demographic variables were determined using stepwise multiple regression analyses on a subsample of 37 faculty with complete data on key career and relationship functions. Expanded service duties, psychosocial mentoring functions, being Caucasian, and having received an award for research were associated with greater levels of career satisfaction. Career mentoring functions were associated with reduced levels of career satisfaction. Possession of a doctorate and psychosocial mentoring functions were associated with greater levels of friendship intimacy. Based on the results of this research and the literature of women in academia, implications and suggestions for improving the academic climate are presented for institutions, MFT programs, the American Association for Marriage and Family Therapy (AAMFT), and the Commission on Accreditation of Marriage and Family Therapy Education (COAMFTE). Limitations and suggestions for future research are also discussed.
Ph. D.
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49

Poppo, Ashlee Lorraine. "Examination of How Attraction Dimensions Predict Collaborative Mentoring Relationships in College Students". Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/2012.

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Research has identified that one limitation of traditional mentoring occurs when there is a mismatch between the mentor and the protégé in work styles and personalities. Further, most of the literature on mentoring has not examined the informal mentoring that occurs between college students. Recent research has identified this type of peer mentoring as collaborative mentoring. The purpose of this study was to examine the role of interpersonal attraction in the development and success of collaborative mentoring relationships and to further examine which attraction dimension was the best predictor of the success of the relationship. Multiple regression analysis showed task attraction was the best predictor of the overall success of a collaborative mentoring relationship. This work is significant because it shows a person's perceived level of competence directly influences the success of a collaborative mentoring relationship more than likeability or physical appearance.
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50

Wheeler, Cherri S. "Measuring the impact of a mentoring relationship program between first class cadets and cadet candidates to increase the participants' appreciation of the benefits of mentoring relationships". Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.

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