How can leaders and managers in the police support the learning of others and at the same time, support their own?

The purpose of this article is to discuss and attempt to demonstrate that formal mentoring is a helpful tool to develop current and future managers within the changing context of the Police, and to highlight how managers can have both a helpful and hindering influence on mentoring programmes and the learning within them. A longitudinal qualitative case study approach was chosen and semi-structured interviews were conducted alongside focus groups. The findings showed that both mentees and mentors perceived they were learning within the mentoring relationship. Also, despite some common themes in relation to the key moderating factors, managers were seen as both facilitating and hindering these relationships. It was recognised that although interesting to compare and contrast the findings between the two different case study organisations, the findings drawn from this study may not be directly applicable to other mentoring programmes beyond these UK Police Forces. More could have been explored in the focus groups and information could have been collected from those that did not attend the interviews or the focus groups. This research adds value as there is little written about the mentoring and managers, within the interesting changing context of the UK Police force. The insights from this mentoring research suggest that there is much learning to be gained by both parties through mentoring and that line managers need to be encouraged away from the day to day reactive approach towards being more proactive with supporting the personal development of their team members (and themselves) into the future. If they are more involved and supportive of L&D interventions, then they and their team members will gain more from the experience and this will ultimately help them to make a more positive difference within their role

The Impact of Mentoring on Stress in Higher Education

The aim of this research is to understand the association between stress and involvement in a mentoring relationship within a higher education context. Three studies were carried out, within the same large UK University targeting both mentees and mentors involvement in one particular mentoring scheme, for their views and perceptions about mentoring and stress. The keys findings within this case study are that mentoring does allow both mentors and mentees to feel supported, particularly in times of pressure and stress. Mentoring helps to raise self-awareness, confidence levels and helps further develop professional relationships for both parties. Through engaging in ongoing reflection together, mentors and mentees feel that mentoring has had a positive impact on their work-related stress and has provided them with coping strategies. Ultimately, the suggestion is that involvement in mentoring provides strategies for coping with situations, the opportunity to reflect and leads to feeling valued

‘I'll play the game, but I cannot stay’ : The role of third space professionals in encouraging the retention, success and sense of belonging of undergraduate students

In 2019, a diverse, post-92, Midlands university implemented a new, hybrid third space role called the ‘academic coach’ (AC) to support its mission to make its educational provision fully accessible to all its students, to retain them and to ensure their success. Since a sense of belonging to their institution is such a powerful influence on students’ sense of wellbeing, their development of an academic identity and their resilience in the higher education context, with consequent positive impact upon their retention and success, this role is devoted to the pastoral care and personal tutoring of levels three and four students. This case study considers the journey of the AC in defining and shaping this new role and offers the ACs’ perceptions of their influence on the experience of students at levels three and four by enhancing collaborative and learning relationships within the wider university

An Analysis of Learning Outcomes within Formal Mentoring Relationships

This study is an investigation into what mentees and mentors perceive they are learning and what factors contribute to this learning, within formal mentoring relationships. A qualitative case study approach was taken to review mentors‟ and mentees‟ learning at regular intervals throughout a pilot formal mentoring programme, within a West Midlands Healthcare Trust. The results are presented within four categories of learning: cognitive, skill-based, affective-related learning and social networks. They demonstrate the changing scope of learning as process and product, and the impact of moderating factors on the mentoring relationships. These findings have practical implications for the development and design of formal mentoring programmes elsewhere

LEARNING WITHIN FORMAL MENTORING RELATIONSHIPS: WHAT MENTEES AND MENTORS LEARN AT DIFFERENT PHASES OF THE MENTORING LIFE-CYCLE AND FACTORS THAT MODERATE THE LEARNING PROCESS

A thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the degree of Doctor of PhilosophyMentoring is increasing in popularity in the workplace but we do not fully understand it. There is not enough evidence or clarity within the practitioner or academic field to demonstrate the learning outcomes for both parties and what factors moderate the mentoring relationship over time. Therefore, this doctoral research aims to investigate this gap. Following an extensive literature review of the mentoring, learning and moderating factors, four research questions were identified. These are: 1. What do mentees and mentors perceive they are learning during their formal mentoring relationships? 2. How does the learning change over time for both parties? 3. What are the factors that moderate mentee and mentor learning during their formal mentoring relationships? 4. How do these moderating factors change over time for both parties? The research was conducted within three collaborating public sector organisations drawn from the Healthcare sector (Case 1) and the Police sector (Case 2 & 3) of the United Kingdom. Interviews and focus groups were conducted: 38 mentee and mentor interviews and two focus groups in Healthcare, 68 interviews and four focus groups in the first Police study and 12 focus groups in the second Police study, spread across the four phases of the mentoring lifecycle; initiation, cultivation, separation and redefinition (Kram, 1988). Key findings have been revealed in relation to the particular types of learning outcomes that result from formal mentoring dyadic relationships and the moderating factors that impact positively and negatively on the mentoring learning process. The present study has identified that both mentors and mentees learnt across all four learning domains as defined by Wanberg et al., (2003): cognitive, skill-based, affective-related learning and social networks, in all three organisations. Generally for both parties, the largest number of mentee and mentor responses were in relation to the affectiverelated learning domain, in the area of confidence. For the moderating factors, there were common facilitating and hindering factors identified for both parties based on Hegstad and Wentlings’s (2005) moderating factors, with four new factors added as a result of this research: personal factors, other relationships, similarity and difference. There was no similar pattern of mentee and mentor responses in relation to moderating factors over the four phases of the mentoring lifecycle, across all three case organisations. However, a common factor for all three case study organisations was that formal mentoring relationships endured despite some significant hindering factors within the workplace. The thesis concludes by discussing implications for theory and practice that have emerged from this study. It confirms that mentors learn within the same four learning domains as mentees throughout formal mentoring and that there are some significant moderating factors for both parties that change in emphasis over time. These insights have led to the modification of one established formal mentoring model and the creation of two new theoretical models in relation to learning outcomes and moderating factors. Comments are also made about the power relationships within the public sector and how mentoring can be embraced or restricted through the organisational structure, culture and climate

How well is HRD meeting the needs of those it is intending to serve? From diffusion to confusion.

open access journalHuman Resource Development (HRD) is broadly concerned with individual and organizational learning and development. However, it is unclear how well HRD is meeting the needs of those it intends to serve and how key stakeholders (i.e., HRD professionals, managers, employees) perceive this function in organizations. This study explored the perception of the HRD function from the perspectives of employees, managers, and HRD professionals in UK public and private sector organizations. Qualitative semi-structured interviews with 30 participants across six organizations provided insights into the perceived role of HRD professionals. Employees and managers acknowledged HRD as a central focus for learning and development, but the HRD function is not perceived as strategic. HRD professionals, on the other hand, claimed that they have a strategic influence and add value through the employee life cycle. The differing views are centred on the perceived value, positioning, and responsiveness of the HRD role. Thus, a framework is developed to illustrate the differing perceptions between HRD professionals and other critical stakeholders. Previous studies have provided extensive evidence of HRD's role and function. This study provides insights from the internal stakeholders on how HRD professionals and the HRD function meet their needs

A comparative study of formal coaching and mentoring programmes in higher education

This is an accepted manuscript of an article published by Emerald in International Journal of Mentoring and Coaching in Education on 10/01/2022, available online: https://doi.org/10.1108/IJMCE-03-2021-0054 The accepted version of the publication may differ from the final published version.Purpose: The purpose of this paper is to evaluate two coaching and mentoring programmes focused on the increasingly important aim of enhancing the chances of professional-level employment for undergraduate students at two UK universities. It offers recommendations for enhancing coaching and mentoring success within higher education (HE). Design/methodology/approach: Two similar programmes are compared; the first study is a coaching programme delivered in two phases involving over 1,500 students within the Business School. The second study is a mentoring programme involving over 250 students over a 10-year period within the Business School at a different institution. Findings: The two programmes were compared against the key success criteria from the literature, endorsed by coaching and mentoring experts. The results highlight the importance of integrating with other initiatives, senior management commitment, budget, an application process, clear matching process, trained coaches and mentors, induction for both parties, supportive material, ongoing supervision, and robust evaluation and record keeping. Research limitations/research implications: The research focuses on two similar institutions, with comparable student demographics. It would have been useful to dig deeper into the effect of the diverse characteristics of coach/mentor and coachee/mentee on the effectiveness of their relationships, as well as test the assumptions and recommendations beyond these two institutions, to validate the reach and application of these best practice recommendations further afield

Towards bridging the belongingness, progression and attainment gap for our BAME students

The ethnic based differential degree outcome and lower rates of BAME student retention are an education inequities that has received substantive attention and inquiry (Connor et. al, 2004; Buckley-Irvine, 2017). Although these works offer some explanations to why these gaps occur, these findings have generated minimal impact on the continuing national outcomes picture. This indicates that there is still a strong need to better understand and bridge the gap between strategic intention and intervention, and how this learning is embedded within learning and teaching environments. This is especially important within the current HE climate where the Teaching Excellence Framework considers student satisfaction, continuation and employment outcomes; all of which are metrics that can be negatively affected by differential HE experiences and outcomes.Abstract of paper delivered at Higher Education Race Action Group (HERAG) conference

Adaptation du recrutement et de la fidélisation des patients volontaires pour l’enseignement des habiletés cliniques pendant la COVID-19

Implication Statement Institutions have been faced with the unique challenge of continuing to deliver medical education to students in a COVID-19 environment.1,2 Clinical skills teaching must be adapted to the pandemic environment, which begins with retaining Volunteer Patient (VP) engagement to facilitate the development of students’ patient care aptitudes. The number of available VPs has been significantly reduced by the pandemic. We propose actionable solutions to recruit, engage, and retain VPs that can be easily adopted at any site. The SLIM-COVID framework can assist programs in altering curricula to deliver clinical skills with patient involvement in a pandemic environment.Énoncé des implications de la recherche Les établissements d’éducation médicale ont été confrontés au défi unique de continuer à assurer leurs services aux étudiants dans un environnement COVID-19.1,2 L'enseignement des habiletés cliniques doit être adapté au contexte de la pandémie, en premier lieu par le maintien de la participation des patients volontaires (PV) afin de faciliter le développement des aptitudes requises pour les soins aux patients. Le nombre de PV disponibles a considérablement baissé en raison de la pandémie. Nous proposons des solutions concrètes pour recruter, motiver et retenir les PV, ces solutions pouvant être facilement introduites dans tous les types de site. Le cadre SLIM-COVID peut faciliter l’adaptation des programmes d'études pour assurer la participation de patients dans l'enseignement des habiletés cliniques dans le contexte de la pandémie