Dimensions of Mentoring Relationships in the Workplace: A Holistic Perspective

This was an exploratory study to understand the lived experience of those involved in mentoring relationships within a formal mentoring program in a corporate context. The researcher looked for rich detail about the nature of the relationship from the perspective of the mentor and mentee. To achieve a holistic perspective, the experience of organizational managers was deliberately included in the research. Exploration of this triadic relationship of mentor, mentee, and organizational manager has been neglected in the empirical literature. An exploration of where meaning intersected and diverged among the triad relationship members gave depth to the dimensional frame. Findings suggested that the lack of a holistic approach to mentoring in the workplace may be creating counterproductive mentoring participant behaviors. Values misalignment may be creating cultural miscues that potentially misdirect mentoring program design and policies. Findings pointed to the need for increased integration of mentoring, leadership development, cultural transformation, and organizational learning initiatives in order to better serve the aims of the corporation and increase the capacity of the workforce. The qualitative paradigm was followed for this research. Grounded theory dimensional analysis was employed to discover the dimensions of mentoring important to participants. Open-ended interview techniques allowed the participants to express their experiences in their own words. A research team experienced in the tools and techniques of this research approach collaboratively analyzed the data. As theoretical propositions emerged they were explored via a theoretical sampling method. The basic social process of mentoring among the three members of the mentoring triad and other human and non-human actors was illustrated. Metaphorical and theoretical models were developed that illustrated the participants\u27 perspectives on the interrelated and interdependent parts of the ancient human activity system we call mentoring. The electronic version of this dissertation is accessible at the OhioLINK ETD Center, https://etd.ohiolink.edu

Dimensions of Mentoring Relationships in the Workplace: A Holistic Perspective

This was an exploratory study to understand the lived experience of those involved in mentoring relationships within a formal mentoring program in a corporate context. The researcher looked for rich detail about the nature of the relationship from the perspective of the mentor and mentee. To achieve a holistic perspective, the experience of organizational managers was deliberately included in the research. Exploration of this triadic relationship of mentor, mentee, and organizational manager has been neglected in the empirical literature. An exploration of where meaning intersected and diverged among the triad relationship members gave depth to the dimensional frame. Findings suggested that the lack of a holistic approach to mentoring in the workplace may be creating counterproductive mentoring participant behaviors. Values misalignment may be creating cultural miscues that potentially misdirect mentoring program design and policies. Findings pointed to the need for increased integration of mentoring, leadership development, cultural transformation, and organizational learning initiatives in order to better serve the aims of the corporation and increase the capacity of the workforce. The qualitative paradigm was followed for this research. Grounded theory dimensional analysis was employed to discover the dimensions of mentoring important to participants. Open-ended interview techniques allowed the participants to express their experiences in their own words. A research team experienced in the tools and techniques of this research approach collaboratively analyzed the data. As theoretical propositions emerged they were explored via a theoretical sampling method. The basic social process of mentoring among the three members of the mentoring triad and other human and non-human actors was illustrated. Metaphorical and theoretical models were developed that illustrated the participants\u27 perspectives on the interrelated and interdependent parts of the ancient human activity system we call mentoring. The electronic version of this dissertation is accessible at the OhioLINK ETD Center, https://etd.ohiolink.edu

A relação entre as práticas de aprendizagem organizacional e o processo de formação de estratégias em uma instituição de ensino preparatória para concurso

<div align="justify">A aprendizagem organizacional vem conquistando espaços nas organizações como um caminho para a obtenção de vantagem competitiva. As Instituições de Ensino, em especial nos últimos tempos, estão dedicando atenção às questões estratégicas, tendo em vista que os gestores passaram a considerar a existência dos clientes e a necessidade de profissionalização da gestão em educação. O objetivo deste artigo é examinar a relação entre as práticas de aprendizagem organizacional e o processo de formação de estratégias em uma Instituição de Ensino Preparatória para Concurso. A metodologia utilizada foi a pesquisa qualitativa, por meio do estudo de caso, do tipo exploratório. Os dados foram coletados através de entrevistas com a Administração da organização pesquisada, análise de documentos e observação direta. Os resultados apresentaram o processo de formação das estratégias, as práticas de aprendizagem organizacionais existentes e como acontece a relação entre essas duas orientações. A partir do estudo foi possível perceber que as práticas de aprendizagem organizacional estão presentes e contribuem de maneira efetiva em diversos momentos da formulação das estratégias. Entretanto, esta contribuição pode ser tornar menos efetiva devido ao fato destas práticas não se configurarem numa escolha consciente e intencional por parte da Instituição.<br><br>Abstract Organizational learning has been gaining space in organizations as way of achieving a competitive edge. Teaching institutions have, especially in recent times, turned their attention to strategic matters, as their administrators have begun both to take their patrons more into account and to consider the need for a professional management in education. The goal of this paper is to examine the relation between organizational learning practices and the process of strategy formation at a teaching institution that offers preparatory classes for civil service exams. A qualitative research methodology was used on a case study of the exploratory kind. Data were gathered by interviewing the institution's administration, analysing documents, and direct observation. The results obtained exhibit the process of strategy formation, the existing organization learning practices, and how these two orientations relate to each other. Based on the study, it was possible to perceive that the organizational learning practices in place effectively contribute for the various stages of strategy formation. However, that contribution may become less effective due to the fact that those practices do not comprise conscious and intentional choices by the Institution.</div

The language background of children referred to the remedial teacher for language teaching : a socio-didactic study of a selected sample of children in Indian Schools in Natal.

Thesis (M.Ed) - University of Durban-Westville, 1984.This study seeks to throw light on the language background of fifty-nine primary school children in schools for Indian South Africans in the Durban area of Natal. The schools were all under the control of the Department of Internal Affairs. At some time before February 1982, each child had been referred to the remedial teacher employed at his school, and had subsequently received help in language, specifically reading, for at least the period from February 1982 - November 1983. Even after that time, the children were not considered able to achieve satisfactorily in the "normal" class without further help. Data were initially collected by remedial teachers who interviewed the adult considered most significant in the child's life, using scheduled interviews. In addition they collected information from the child and the school and filled in personal questionnaires. After the first school term of 1984, Diploma in Specialise Education (Remedial Education) students at the University of Durban-Westville visited the homes of twenty children in the study and tape-recorded unstructured interviews with the adults. Three of these tapes are used in this text. The data collected is used to show that despite the poverty many families experience, the reason for the child's language difficulties is caused less by lack of material possessions than by parental ignorance of how best they can encourage language development and help close the gap between the spoken language of home and both the spoken and written language the children meet in school. The inefficiency of questionnaires as research tools became increasingly apparent as the project progressed, and that there is a real need for a thorough qualitative investigation into the language background of pupils-in-need is clear

Problem Solving, Decision Making, and Kirton Adaption-Innovation Theory in High-Performance Organizations

Research on high-performing nonprofit boards has indicated a positive relationship between a board\u27s strength and an organization\u27s effectiveness; however, how boards achieve success remains relatively unknown. The Kirton adaption-innovation (KAI) theory was used to examine board members\u27 cognitive styles in relationship to facilitating problem solving and decision making. This nonexperimental, quantitative study included archived nonprofit board data from 2 American Society of Association Executives (ASAE) studies that had addressed the high performance of boards and factors associated with organizational success. A total of 102 randomly selected, high-performing nonprofit board members completed the KAI Inventory, which was used to measure cognitive style on a continuum; participants also answered questions from the second ASAE study to indicate board performance. Correlational and regression analyses were used to determine whether cognitive style on problem solving and decision making predicted high performance of boards. Results showed that cognitive style was not a significant predictor of problem solving; however, participants with an innovation cognitive style provided answers to the decision-making performance questions that were noticeably lower than participants who were classified as adaption. Findings might be used by nonprofit board members to enhance individual growth, increase organizational agility, and improve problem solving for effective decision making to ensure nonprofit board excellence

Navigating the New Workplace: Technology, Millennials, and Accelerating HR Innovation

This paper brings together the latest thinking in research and practice on workplace change and the information technology tools and technologies that enable, and, in some cases, drive that change. We address the shifts in global business that focus leadership on innovation, the changing demographics of employee populations, and how these changes impact talent management and emerging methods and tools that enable HR professionals to be more effective and bring new value to their business enterprises. We detail emergent scientific research on how the millennial generation has transformed the workplace. We describe effective methods, tools, and technologies from actual workplace practice to provide practical insights that one can immediately use in a human resource management context. We also present new hypotheses and recommendations for how to leverage the various change scenarios

Credibility perceptions of content contributors and consumers in social media

This panel addresses information credibility issues in the context of social media. During this panel, participants will discuss people's credibility perceptions of online content in social media from the perspectives of both content contributors and consumers. Each panelist will bring her own perspective on credibility issues in various social media, including Twitter (Morris), Wikipedia (Metzger; Francke), blogs (Rieh), and social Q&A (Jeon). This panel aims to flesh out multi‐disciplinary approaches to the investigation of credibility and discuss integrated conceptual frameworks and future research directions focusing on assessing and establishing credibility in social media.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/111174/1/meet14505101022.pd