Lessons Learned: Coaches’ Perceptions of a Pilot E-Mentoring Programme

The purpose of this study was to examine mentor and mentee perceptions of the viability of a pilot e-mentoring programme for U.S. lacrosse (USL) coaches. Twelve mentees and 12 mentors were paired into dyads, met at a national coaching convention, and were directed to continue their mentoring relationship for up to 6 months via an online platform. Semistructured postprogramme interviews were conducted with four mentors and six mentees at the conclusion of the mentoring relationships. Interviews were transcribed verbatim and analysed via thematic analysis. Results showed that mentors and mentees experienced many of the benefits, barriers, and advantages found in traditional mentoring and e-mentoring relationships. Of interest were three key findings in which trust and respect was quickly experienced by participants, equity within the relationship created collegiality, and technology barriers limited effective teaching methods. Based on the results, practical implications for e-mentoring programmes are presented.

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Exploring mentoring across gender, race, and generation in higher education

International Journal of Mentoring and Coaching in Education ◽

10.1108/ijmce-05-2018-0027 ◽

2019 ◽

Vol 8 (1) ◽

pp. 2-18 ◽

Cited By ~ 2

Author(s):

Sydney Freeman Jr ◽

Frances Kochan

Keyword(s):

Higher Education ◽

Mentoring Relationships ◽

White Female ◽

Content Type ◽

Mentoring Relationship ◽

The Usa ◽

Extensive Body ◽

The Relationship ◽

Practical Implications

Purpose The purpose of this paper is to examine a long-term mentoring relationship between a White female from the Traditional Generation and an African American male from the Xennial Generation, as engaged in a mentoring relationship within higher education institutions in the USA. The study investigated if, how and to what degree the differences and similarities between them influenced their mentoring relationship. Design/methodology/approach The authors used an autoethnographic approach involving extensive questioning, dialoguing, note keeping and analysis over eight months. Findings The analysis suggested that race had the greatest influence on the relationship. The primary reasons for mentoring success were similarities in family backgrounds and commonly held values. Research limitations/implications This study may not be generalizable to mentoring relationships that do not involve cultural differences in race, age or gender. Practical implications The paper offers a model for the types of strategies individuals can use in cross-racial mentoring endeavors to help build and sustain these relationships. It also includes suggestions for individuals engaged in mentoring relationships, which include gender, race or age differences, and organizations seeking to enhance diversity within their institutions. Originality/value There is not an extensive body of research on individual cross-racial, gender and generational mentoring that provides an analysis of the experience of those involved. Additionally, the model presented for examining cross-racial mentoring relationships is unique.

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Design and Development of a Simulation for Testing the Effects of Instructional Gaming Characteristics on Learning of Basic Statistical Skills

Gamification in Education ◽

10.4018/978-1-5225-5198-0.ch014 ◽

2018 ◽

pp. 256-277

Author(s):

Elena Novak ◽

Tristan E. Johnson

Keyword(s):

Experimental Study ◽

Learning Environments ◽

Game Design ◽

Lessons Learned ◽

Small Scale ◽

Instructional Interventions ◽

Design And Development ◽

Actual Learning ◽

The Relationship ◽

Practical Implications

Considerable resources have been invested in examining the game design principles that best foster learning. One way to understand what constitutes a well-designed instructional game is to examine the relationship between gaming characteristics and actual learning. This report discusses the lessons learned from the design and development process of instructional simulations that are enhanced by competition and storyline gaming characteristics and developed as instructional interventions for a study on the effects of gaming characteristics on learning effectiveness and engagement. The goal of the instructional simulations was to engage college students in learning the statistics concepts of standard deviation and the empirical rule. A pilot study followed by a small-scale experimental study were conducted to improve the value and effectiveness of these designed simulations. Based on these findings, specific practical implications are offered for designing actual learning environments that are enhanced by competition and storyline gaming elements.

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A Systematic Review of the Influence of Internal Marketing on Service Innovation

Journal of Risk and Financial Management ◽

10.3390/jrfm13090207 ◽

2020 ◽

Vol 13 (9) ◽

pp. 207

Author(s):

Soheila Raeisi ◽

Nur Suhaili Ramli ◽

Meng Lingjie

Keyword(s):

Systematic Review ◽

Organizational Learning ◽

Literature Review ◽

Thematic Analysis ◽

Service Innovation ◽

Internal Marketing ◽

Future Research ◽

Research Questions ◽

The Relationship ◽

Practical Implications

This paper aims aimed to present the trends of the literature review in internal marketing and service innovation between 1990 and 2016. The significant reason to conduct this research is that significant variables of internal marketing to link with service innovation are not clearly defined. This research yielded 22 systematic reviews of articles in the Scopus library and adopted a thematic analysis to analyze the data collected. This study provides provided answers to research questions by elaborating on overall trends, objectives, theoretical framework, methodologies, and potential variables that strongly connect between internal marketing and service innovation. While sample sizes are limited to this paper, it suggests suggested fruitful recommendations for future research to overcome this limitation. This research has had two practical implications for managers to redefine their roles and the relationship between members of the organization and to help managers and the firms to consider internal marketing efforts towards motivation, organizational culture, and organizational learning.

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Experiences Of The Mentoring Relationship: A Study In A Mining Company

SA Journal of Human Resource Management ◽

10.4102/sajhrm.v3i3.71 ◽

2005 ◽

Vol 4 (1) ◽

Author(s):

Nelise Gilmore ◽

Melinda Coetzee ◽

Dries Schreuder

Keyword(s):

South African ◽

Sampling Method ◽

Mentoring Relationships ◽

Mining Company ◽

Informal Mentoring ◽

Mentoring Relationship ◽

Convenience Sampling ◽

Analyse Data ◽

The Relationship

The purpose of this study was to investigate the experiences of mentors and mentees with regard to the mentoring relationship in the South African organisational context. A convenience sampling method was used to involve mentors and mentees as participants (N = 10). Qualitative methods were used to collect and analyse data on the respondents’ experiences of the mentoring relationship. It was found that both mentors and mentees tend to prefer informal mentoring relationships because of the factors that contribute to the quality of the relationship. The implications of the findings are discussed.

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Design and Development of a Simulation for Testing the Effects of Instructional Gaming Characteristics on Learning of Basic Statistical Skills

International Journal of Gaming and Computer-Mediated Simulations ◽

10.4018/ijgcms.2015010103 ◽

2015 ◽

Vol 7 (1) ◽

pp. 38-57

Author(s):

Elena Novak ◽

Tristan E. Johnson

Keyword(s):

Learning Environments ◽

Game Design ◽

Development Process ◽

Lessons Learned ◽

Small Scale ◽

Instructional Interventions ◽

Design And Development ◽

Actual Learning ◽

The Relationship ◽

Practical Implications

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A Working Model of Mentors’ Contributions to Youth Mentoring Relationship Quality: Insights From Research on Psychotherapy

LEARNing Landscapes ◽

10.36510/learnland.v5i2.567 ◽

2012 ◽

Vol 5 (2) ◽

pp. 295-312 ◽

Cited By ~ 13

Author(s):

Renée Spencer

Keyword(s):

Informal Learning ◽

Relationship Quality ◽

Youth Development ◽

Young Person ◽

Mentoring Relationships ◽

Positive Outcomes ◽

Mentoring Relationship ◽

Working Model ◽

The Relationship ◽

Over Time

Mentoring is a flexible approach to youth development that can promote positive outcomes through informal learning. Not all mentoring relationships are beneficial, however, as lower quality mentoring relationships tend to have little effect. A mentor’s overall approach to the relationship has been found to influence relationship quality. But what does it take to engage a young person in such a relationship and sustain it over time? In this paper, I draw from the research on psychotherapy and other related literatures to briefly sketch out a working model for the determinants of mentoring relationship quality and then focus in detail on one of these—the contributions of the mentor.

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College Student Mentors and Latino Youth: A Qualitative Study of the Mentoring Relationship

The Qualitative Report ◽

10.46743/2160-3715/2006.1688 ◽

2015 ◽

Author(s):

Lisa Knoche ◽

Byron Zamboanga

Keyword(s):

Phenomenological Study ◽

Latino Youth ◽

Mentoring Relationships ◽

Mentoring Program ◽

Mentoring Relationship ◽

Student Mentors ◽

Latino Achievement ◽

Relationship Of ◽

The Relationship

This phenomenological study describes the meaning of mentoring relationships from the perspectives of six purposefully selected mentors involved in the Latino Achievement Mentoring Program (LAMP), and investigates underlying themes regarding the mentors’ relationships. Clusters of themes pertaining to the mentors’ relationship with the mentee, the relationship of the mentor with the mentee’s family, and the mentors’ personal and professional development contributed to the meaning of the mentoring relationship for LAMP mentors. Mentors highlighted challenges that characterized the mentoring relationships at various points in time: However, relations hip strengths outweighed potential obstacles. Findings are useful for programs that target Latino youth, and have implications for the recruitment and retention of mentors. Findings bring to light the need for future rese arch that considers the quality of the mentoring relationship and its influence on outcomes for mentoring participants.

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High enthusiasm about long lasting mentoring relationships and older mentors

BMC Medical Education ◽

10.1186/s12909-019-1791-8 ◽

2019 ◽

Vol 19 (1) ◽

Author(s):

Heba A. Mohtady ◽

Karen D. Könings ◽

Mohamed M. Al-Eraky ◽

Arno M. M. Muijtjens ◽

Jeroen J. G. van Merriënboer

Keyword(s):

Mentoring Relationships ◽

Formal Mentoring ◽

Informal Mentoring ◽

Medical Practitioners ◽

Mentoring Relationship ◽

Role Modelling ◽

Factors Influencing ◽

Interpersonal Characteristics ◽

The Relationship ◽

Insight Into

Abstract Background Mentoring plays a pivotal role in workplace-based learning, especially in the medical realm. Organising a formal mentoring programme can be labor and time intensive and generally impractical in resource constrained medical schools with limited numbers of mentors. Hence, informal mentoring offers a valuable alternative, but will be more likely to be effective when mentors and protégés share similar views. It is therefore important to gain more insight into factors influencing perceptions of informal mentoring. This study aims to explore mentors and protégés’ perceptions of informal mentoring and how these vary (or not) with gender, age and the duration of the relationship. Method We administered an Informal Mentor Role Instrument (IMRI) to medical practitioners and academics from Egypt, Pakistan and Saudi Arabia. The questionnaire was developed for the study from other validated instruments. It contained 39 items grouped into 7 domains: acceptance, counselling, friendship, parenting, psychological support, role modelling and sociability. Results A total of 103 mentors and 91 protégés completed the IMRI. Mentors had a better appreciation for the interpersonal aspects of informal mentoring than protégés, especially regarding acceptance, counselling and friendship. Moreover, being older and engaged in a longer mentoring relationship contributed to more positive perceptions of interpersonal aspects of mentoring, regardless of one’s role (mentor or protégé). Conclusion It can be concluded that the expectations of mentors and protégés differed regarding the content and aim of the interpersonal characteristics of their mentoring relationship. We recommend mentors and protégés to more explicitly exchange their expectations of the informal mentoring relationship, as typically practiced in formal mentoring. Additionally, in our study, seniority and lasting relationships seem crucial for good informal mentoring. It appears beneficial to foster lasting informal mentoring relationships and to give more guidance to younger mentors.

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Learning to level up: personal narratives about mentoring for the professoriate during a crisis

International Journal of Mentoring and Coaching in Education ◽

10.1108/ijmce-01-2021-0006 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Kathleen Sellers ◽

Tasneem Amatullah ◽

Joel R. Malin

Keyword(s):

Narrative Inquiry ◽

Personal Narratives ◽

Mentoring Relationships ◽

The Novel ◽

Content Type ◽

Care Theory ◽

Mentoring Relationship ◽

Affective Dimensions ◽

Practical Implications ◽

Practice Care

PurposeThe authors' purpose is to illuminate ways in which care within the mentor–mentee relationship influences the efficacy of mentoring for/in the professoriate, within and beyond the novel circumstances of the COVID-19 pandemic.Design/methodology/approachA narrative inquiry design drew on the authors' distinct positionalities and experiences of mentoring and being mentored by one another to provide a multi-layered analysis of mentor–mentee relationships. Utilizing care theory, we paid particular attention in our narratives and analysis to the affective dimensions of mentoring within the distinct context created by the COVID-19 pandemic.FindingsOur data analysis revealed three themes: (1) mentor humility was relevant to mentees' success, (2) relationship longevity mattered, and (3) caring mentoring relationships were affectively and empirically generative.Research limitations/implicationsNarrative inquiry, generally, is limited in its generalizability but can be a powerful tool to facilitate knowledge sharing. Our analysis suggests areas which merit further research and may have broader implications. Namely, during trying times the normalization of professor humility may enhance the quality and generativity of the mentoring relationships, especially when combined with networking support.Practical implicationsWe make seven recommendations to enhance the efficacy of professors as mentors and mentees in need of mentorship.Originality/valueMentors who practice care-for their mentees, as opposed to care-about, enhance the efficacy of the mentoring relationship.

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“Taking the most delicate care”: Beginnings of a Mentoring Relationship between Teachers and Coaches in an Australian School

The Qualitative Report ◽

10.46743/2160-3715/2020.4546 ◽

2020 ◽

Author(s):

Jane Southcott ◽

Karen Marangio ◽

Donna Rady ◽

Maria Gindidis

Keyword(s):

Thematic Analysis ◽

Lived Experiences ◽

Professional Relationships ◽

Mentoring Relationships ◽

Mentoring Program ◽

Australian School ◽

Mentoring Relationship ◽

Program Success ◽

Professional Coaching ◽

Great Complexity

We explore the beginnings of professional coaching/mentoring relationships between teachers and university mentors in an Australian school. Often overlooked, initial steps are crucial, holding the seeds of eventual success or failure. Our mentoring program was undertaken in a large, independent, co-educational school in suburban Melbourne, Victoria. In our constructivist study, underpinned by our desire to explore on the lived experiences of others, we report on the understandings of three of the mentors/researchers and the teachers that they worked with. We gathered data from teacher-written statements and mentor journals. Using thematic analysis, we developed our findings, performing epoché as we hold both insider and outsider mentor/researcher perspectives. We present our findings under two broad headings: The prior understandings held by all and addresses positions, assertions and anticipations; and First meetings, finding accords, noticing resistances, and recognizing difficulties. We found that the apparent simplicity of first steps masked great complexity. No one entered the first meeting as an “empty vessel.” Some relationships were more problematic than others. Our goals as transformational educator/mentors were to foster deep collaborative, professional relationships with our mentees but were hampered by inherent differences of understanding with the school who sought transactional coaches. Clarity in intent from the outset is crucial to program success.

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