Help on the way: Senior leaders can benefit from working with a mentor

Zachary, Lois J.; Fischler, Lory A.

doi:10.1002/lia.1284

Cited by 3 publications

(2 citation statements)

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“…The nature of leadership mentoring can at times be informal, and, therefore, hard to report on if not captured or written down (Mullen, 2010). The term leadership incorporates managers at various hierarchical levels, so mentoring can be quite broad engaging with talented employees showing management or leadership potential (Simon, 2003) right through to established senior executives accessing on-going support (Zachary and Fischler, 2009;Whitney Gibson et al, 2000).…”

Section: Mentors Of Leadersmentioning

confidence: 99%

“…Implications for practice This study has helped shed light on patterns of approach and requirements evident within six selected coaching and mentoring disciplines. Findings reveal how coaches and mentors operating within a specific discipline require elements of specialist knowledge and understanding, such as child protection and safeguarding for young people (Alexander, 2000), or the kinds of demands and pressures placed upon executives (Passmore and Gibbes, 2007) and leaders (Zachary and Fischler, 2009). This raises implications for the ways in which knowledge and skills are developed in practitioners, and the extent to which training providers and professional bodies are able to equip coaches and mentors to work effectively in their chosen area of work and purposively across other disciplines' approaches.…”

Section: Coaching and Mentoring Approachesmentioning

confidence: 99%

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Exploring shared and distinctive aspects of coaching and mentoring approaches through six disciplines

Salter

Gannon

2015

European Journal of Training and Development

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Purpose – The purpose of this paper is to examine where and how coaching and mentoring disciplines overlap or differ in approach. Coaching and mentoring have emerged as important interventions as the role of helping relationships have gained prominence in human resource development. However, there appear to be contexts where one or other is preeminent, without consistent explanation of their suitability. Such inconsistency arguably creates confusion and doubt about these interventions and their efficacy notably amongst those who commission such interventions and their potential beneficiaries. This study focuses on this inconsistency of coaching or mentoring by exploring practitioners’ approaches within six disciplines: executive coaches, coaching psychologists, sports coaches, mentors of leaders, mentors of newly qualified teachers and mentors of young people, with the aim of assisting those seeking support with development. Design/methodology/approach – This exploratory study was undertaken using a qualitative methodology, where in-depth interviews were completed with experienced practitioners to elucidate their approaches and practice. Findings – The findings show that approaches may be discipline-specific, where practitioners specialise in a particular type of coaching or mentoring requiring distinctive knowledge and/or skills. However, the sharing of good practice across disciplines and the value of understanding the common dimensions which emerged is also evident, providing clients and those who commission coaching and mentoring with reassurances regarding the nature of these helping relationships. Research limitations/implications – As the research focused only on the practitioners’ experiences of their work in these disciplines, it is vital that the mentees’ and coachees’ experiences are captured in future research. There is also value in further exploration of the model developed. Practical implications – By deploying the model concerned with the future development of these interventions suggests practitioners can expand their capacity and scope by adopting interdisciplinary and multidisciplinary approaches. Originality/value – By directly exploring the shared and distinctive approaches of coaching and mentoring practitioners in six contexts, this study provides opportunities to understand where practitioners can benefit from imparting best practice across these interventions and highlighting specific aspects for their context.

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Section: Mentors Of Leadersmentioning

confidence: 99%

Section: Coaching and Mentoring Approachesmentioning

confidence: 99%

Exploring shared and distinctive aspects of coaching and mentoring approaches through six disciplines

Salter

Gannon

2015

European Journal of Training and Development

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Measuring and exploring factors affecting students’ willingness to engage in peer mentoring

Ouédraogo

Rezania

Hossain

2014

International Journal of Mentoring and Coaching in Education

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Purpose – The purpose of this paper is to measure students’ willingness to mentor their peers and explores key factors to student peer mentoring effectiveness. Design/methodology/approach – The paper uses a hybrid research methodology consisting of a survey and a focus group discussion. The survey was conducted with students of a bachelor of commerce (BCom) program of a North American university to analyze the impact of organizational culture and altruism on their willingness to mentor their peers. The focus group discussion was carried out with students of the same program to explore the objectives, focus, and factors contributing to their willingness to mentor and to peer mentoring effectiveness. Findings – Organizational culture and altruism significantly affect students’ emotional and intentional willingness to mentor their peers. Peer mentoring can help students prepare their transition from high school to university, guide them through university programs, and help them prepare their transition from university to workplace. Critical factors to peer mentoring effectiveness include a good fit between mentors and mentees, a reasonable ratio of mentor to protégés, and an understanding of and a willingness to address each student's specific needs. Practical implications – Business schools should embrace and promote a culture of mutual help, look for altruistic students as prospective peer mentors, and promote voluntary student peer mentoring. A mentoring program should be flexible enough to meet each student's needs. Attention should be paid to finding a good fit between mentors and protégés. Communication should focus on the benefits of student peer mentoring for mentors and protégés. Originality/value – This research brings empirical evidence on peer mentoring by testing and confirming the impact of altruism and organizational culture on students’ willingness to mentor their peers. It also provides practical insight to business schools for implementing student peer mentoring programs.

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The Mentoring Networks of Outdoor Educators

Riley

2019

JOREL

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Help on the way: Senior leaders can benefit from working with a mentor

Cited by 3 publications

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Exploring shared and distinctive aspects of coaching and mentoring approaches through six disciplines

Exploring shared and distinctive aspects of coaching and mentoring approaches through six disciplines

Measuring and exploring factors affecting students’ willingness to engage in peer mentoring

The Mentoring Networks of Outdoor Educators

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