Perspectives in HRD —Mentoring as a collaborative learning process to improve undergraduate HRD student learning

Abstract

Mentoring is a collaborative tool that can enhance undergraduate Human Resource Development (HRD) program teaching and learning. The purpose of this case study is to document and reflect upon the experience incorporating concepts of diversity and social justice into a conflict management course for undergraduate HRD majors. The co‐authors, a student enrolled in the course and a teacher, collaborated to develop a brief lecture and case study designed to highlight concepts and topics of diversity and social justice within the context of a workplace conflict. Within this narrative, we recount experiences collaborating on the case study from an educator and a student's point of view.

Finding Room for Indigenous Women in Educational Leadership: Why Structured Mentorship and Training Are Needed

“…MacMath et al (2021) call for a nation-wide mentorship model for teachers already in service, as part of their professional development, which other researchers have illustrated as well. In a case study, French and Lozano (2020) argued for mentorship as a vital component in human resource development, stating that this collaborative tool helps learners before they join the workforce. The authors explain that mentorship “is an effective teaching and learning tool” in higher education that provides important opportunities for students (French & Lozano, 2020, p. 70).…”

“…In a case study, French and Lozano (2020) argued for mentorship as a vital component in human resource development, stating that this collaborative tool helps learners before they join the workforce. The authors explain that mentorship “is an effective teaching and learning tool” in higher education that provides important opportunities for students (French & Lozano, 2020, p. 70).…”

“…Because mentorship has been proven to provide such needed opportunities (French & Lozano, 2020), it’s important to note that the absence of mentorship makes it harder for indigenous women to hold top administrative positions in education. Tucker and Fushell (2014) set out to uncover more about disparity in leadership roles, interviewing various women who had completed the requisite coursework to move forward in a master’s program in Education and found that encouragement can help many women “advance into leadership positions” (p. 62).…”