Mentor functions and outcomes: A comparison of men and women in formal and informal mentoring relationships.

Ragins, Belle Rose; Cotton, John L.

doi:10.1037/0021-9010.84.4.529

Cited by 992 publications

(782 citation statements)

References 51 publications

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“…They show conflicting results for approaches to the pairing process. Some studies of mentor pairs formed by a program coordinator achieved satisfactory relationships (D'Abate and Eddy 2008;Boice 1992a;Ragins et al 2000), while other studies demonstrated that participant input into the pairing process was preferable (Viator 1999;Ragins and Cotton 1999;Allen et al 2006). In a program where the coordinator matched mentors and mentees based on informal knowledge and biographical data about participants, mentors were extremely satisfied with the pairing process (D'Abate and Eddy 2008).…”

Section: Pairing In Mentoring Programs: Previous Studiesmentioning

confidence: 99%

Looking for Professor Right: mentee selection of mentors in a formal mentoring program

Bell

Treleaven

2010

High Educ

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Abstract:Finding a suitable mentor is crucial to the success of mentoring relationships. In the mentoring literature, however, there is conflicting evidence about the best ways to support the pairing process in organisational mentoring programs. This paper presents a detailed analysis of the pairing process in an academic mentoring program that has implications for building a mentoring culture in higher education. The program which began with a pilot and has continued for five years with one hundred and twenty one participants, was conducted with mentees selecting their own mentor from a pool of mentors who volunteered to be part of the program. In the pilot program, where mentors and mentees first met as one group, some mentees reported that the process of selecting and approaching a mentor was uncomfortable and intimidating. Nine of twenty-three potential mentees did not form mentoring relationships. Analysis of subsequent program evaluation data pointed to the importance of two factors in the pairing process: personal connections and facilitation of the selection process. This study at a research-intensive university demonstrates that when the pairing process is tailored to individual mentees, they are comfortable selecting a mentor and to then develop a successful mentoring relationship.

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Section: Pairing In Mentoring Programs: Previous Studiesmentioning

confidence: 99%

Looking for Professor Right: mentee selection of mentors in a formal mentoring program

Bell

Treleaven

2010

High Educ

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“…This is in line with the mentoring literature that states that informal mentoring is more beneficial to career development than formal (Chao, et al, 1992;Ragins & Cotton, 1999). However, it is additionally important to acknowledge that although all participants may have had informal mentoring relationships, their pathways were unique due to each one's personal circumstances and goals.…”

Section: Mentor's Summarysupporting

confidence: 81%

“…The fact that Oscar chose, and was able to pursue self-mentoring processes autonomously might therefore be indicative of the impact of his previous mentoring relationship on enhancing his selfdirectedness. As previously mentioned, his mentoring was informal and, in this sense, it has been suggested that informal mentoring functions seem to generate more career outcomes than formal mentoring (Chao, et al, 1992;Ragins & Cotton, 1999).…”

Section: The Need For Pedagogical Knowledge and Self-mentoringmentioning

confidence: 83%

The acquisition of pedagogical expertise in dance : a constraints-led approach

Rodrigues¹

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The aim of this PhD research program was to explore the acquisition of pedagogical expertise in dance teachers. A review of the literature on dance pedagogy and expertise revealed three limitations in relation to dance teachers' pedagogical development. First, the literature suggested that a dancer's transition to teacher was traditionally based on replication of previous teachers' behaviours.Second, the literature additionally identified that there appears to be a tendency within the dance field to accept as dance teachers those who have rich and varied experiences as expert dance performers; although they may have little pedagogical knowledge and experience. Thirdly, there is not a unified theoretical consensus on how to analyse the acquisition of pedagogical expertise in dance teachers.The majority of theoretical approaches to dance pedagogy have been based on traditional information processing theory and within the theoretical framework of cognitive psychology. This latter approach can be viewed as limited because of its exclusive focus on the individual and neglect of important ecology influencing an individual's behaviour. Some promising research in the dance and sport literature has theorised individuals as dynamical systems performing in their ecologies. The ecological dynamics theoretical approach is multidisciplinary in nature and allows theorisation of a range of factors in human performance systems, such as those found in dance. Within this approach, the constraints-led theoretical framework allows analysis of environmental, task, and individual factors. Given the lack of prior research in the field and the variety of dance experience to be studied, it was concluded that combining the constraints-led theoretical framework with a qualitative approach would be appropriate to undertake a retrospective investigation of the potential constraints influencing the acquisition of pedagogical expertise. The following research questions (RQs) guided the general enquiry. This research project included an initial data-driven thematic analysis followed by a theory-driven thematic analysis. In other words, both inductive and deductive thematic analyses were conducted and, after extensive analysis and refinement, the interpretation of rich data concerning participants' life experiences, allowed for the identification of five major themes that influenced their acquisition of pedagogical expertise. These themes were then mapped into the constraints-led theoretical framework as environmental constraints (mentors, role models, and students); task constraints (rules); and individual constraints (needs). These environmental constraints were then explored with reference to previous research related to each specific theme (i.e., mentors, role models, students, rules, and needs) as well as with reference to empirical research and the theoretical principles of the constraints-led theoretical framework.The results of this research study provide theoretical as well as potential practical contributions to the fields of e...

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“…Mentoring: Ir ou não Ir, Eis a Questão O desafio dos programas formais é buscar "mimetizar" processos interpessoais naturais por meio de oportunidades frequentes de encontro, treinamento, manejo de expectativas, treinamento e, por vezes, pareamento voluntário 25 .…”

Section: Patrícia Lacerda Bellodi Et Alunclassified

Mentoring: ir ou não ir, eis a questão: um estudo qualitativo

Bellodi

Chebabo

Abensur

et al. 2011

Rev. bras. educ. med.

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PALAVRAS-CHAVE:-Tutoria ABSTRACT In order to better understand students' adherence to the Mentoring Program at the School of Medicine, University of São Paulo (FMUSP), this qualitative study explored the reasons expressed by students for their involvement in the activity in 2004-2005, before and after structural changes in the program (inclusion of the mentoring program in the course hours). Students perform an annual assessment of the program through a structured

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Mentor functions and outcomes: A comparison of men and women in formal and informal mentoring relationships.

Cited by 992 publications

References 51 publications

Looking for Professor Right: mentee selection of mentors in a formal mentoring program

Looking for Professor Right: mentee selection of mentors in a formal mentoring program

The acquisition of pedagogical expertise in dance : a constraints-led approach

Mentoring: ir ou não ir, eis a questão: um estudo qualitativo

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