Every executive needs a mentor

Clutterbuck, David

doi:10.1016/b978-0-7506-3695-7.50002-0

Cited by 38 publications

(55 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Lack of integration of good practice and experience across schemes, which is seen as a problem overseas (Clutterbuck, 2001), is even more of an issue in South Africa because of the lack of easily-accessible information in terms of mentoring schemes. This can impact significantly on the ability of the designer and implementer of a mentoring scheme (usually also the coordinator of the scheme) to access good practice from similar schemes and would probably result in many unnecessarily repeated mistakes.…”

Section: The Job Of Mentoring Scheme Coordinator Is Not Particularly mentioning

confidence: 99%

“…The functions of the coordinator or coordination team are reviewed by Clutterbuck (2001), Kochan (2002) and Murray (2001). Although a range of tasks are proposed the topic is treated in a few sentences in each source rather than being covered extensively.…”

Section: The Role Functions and Profile Of The Coordinatormentioning

confidence: 99%

“…For the purpose of this research study, the following definition of mentoring has been adopted, based on Clutterbuck (2001). Mentoring occurs in a relationship and consists of off-line help by one person to another in making significant transitions in knowledge, work, thinking or coping with life challenges.…”

Section: Research Problem and Objectivesmentioning

confidence: 99%

“…Mentoring is seen as a potentially powerful source of people development and many examples of significant transitions and growth are given in both academic and popular sources (for example, in Clutterbuck, 2001;Evans, 2003;Freedman, 1999;Gilmore, Coetzee & Schreuder, 2005;Kochan & Pascarelli, 2003;Stewart & Parr, 2008). Hence there is a high degree of interest in mentoring in South Africa, where there is great need for accelerated individual development as well as for various types of societal and community development.…”

Section: Introductionmentioning

confidence: 99%

“…This structured scheme has to be run by someone. However, little attention is paid to the role this person plays, even though this role is acknowledged to be a critical success factor for the mentoring scheme (Clutterbuck, 2001;Forret, 1996;Freedman, 1999;Murray, 2001).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Developing and supporting coordinators of structured mentoring schemes in South Africa

Abbott

Goosen

Coetzee

2010

SA j. hum. resour. manag.

View full text Add to dashboard Cite

Orientation: Mentoring is considered to be such an important contributor to accelerated people development in South Africa that structured mentoring schemes are often used by organisations. There are at present few sources of development and support for coordinators of such schemes.Research purpose: The aim of this research is to discover what the characteristics of coordinators of structured mentoring schemes in South Africa are, what is required of such coordinators and how they feel about their role, with a view to improving development and support for them.Motivation for the study: The limited amount of information about role requirements for coordinators which is available in the literature is not based on empirical research. This study aims to supply the empirical basis for improved development and support for coordinators.Research design and method: A purposive sample of 25 schemes was identified and both quantitative and qualitative data, obtained through questionnaires and interviews, were analysed using descriptive statistics and thematic analysis.Main findings: Functions of coordinators tend to be similar across different types of mentoring schemes. A passion for mentoring is important, as the role involves many frustrations. There is little formalised development and support for coordinators.Practical/managerial implications: The study clarifies the functions of the coordinator, offers a job description and profile and makes suggestions on how to improve the development of the coordinator’s skills.Contribution/value-add: An understanding of what is required from a coordinator, how the necessary knowledge and skills can be developed and how the coordinator can be supported,adds value to an organisation setting up or reviewing its structured mentoring schemes.

show abstract

Section: The Job Of Mentoring Scheme Coordinator Is Not Particularly mentioning

confidence: 99%

Section: The Role Functions and Profile Of The Coordinatormentioning

confidence: 99%

Section: Research Problem and Objectivesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Developing and supporting coordinators of structured mentoring schemes in South Africa

Abbott

Goosen

Coetzee

2010

SA j. hum. resour. manag.

View full text Add to dashboard Cite

show abstract

Mentorship and professional growth for conservationists in primate‐range countries

Atsalis,

Gravenberch,

Norconk

2024

American J Primatol

View full text Add to dashboard Cite

Highlights By providing mentorship and by enhancing professional development skills, primatologists can help to build the professional capacity of emerging conservationists. Actions can be adjusted to specific cultural contexts and interwoven into teaching and research programs. Sharing stories about pivotal career moments creates closer connections with mentees and helps to stimulate dialogue on issues of concern. Experiential and networking opportunities assist to broaden the professional perspectives of students and young professionals poised for conservation leadership.

show abstract

Manipulating mentors' assessment decisions: Do underperforming student nurses use coercive strategies to influence mentors' practical assessment decisions?

Hunt

McGee

Gutteridge

et al. 2016

Nurse Education in Practice

View full text Add to dashboard Cite

Please cite this article as: Hunt, L.A., McGee, P., Gutteridge, R., Hughes, M., Manipulating mentors' assessment decisions: Do underperforming student nurses use coercive strategies to influence mentors' practical assessment decisions?, Nurse Education in Practice (2016Practice ( ), doi: 10.1016Practice ( /j.nepr.2016 This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. MANIPULATING MENTORS' ASSESSMENT DECISIONS: DO UNDERPERFORMING STUDENT NURSES USE COERCIVE STRATEGIES TO INFLUENCE MENTORS' PRACTICAL ASSESSMENT DECISIONS? AbstractThere is growing evidence of a culture of expectation among nursing students in Universities which leads to narcissistic behaviour. Evidence is growing that some student nurses are disrespectful and rude towards their university lecturers. There has been little investigation into whether they exhibit similar behaviour towards their mentors during practical placements, particularly when they, the students, are not meeting the required standards for practice. This paper focuses on adding to the evidence around a unique finding -that student nurses can use coercive and manipulative behaviour to elicit a successful outcome to their practice learning assessment (as noted in Hunt et al. (2016, p 82)). Highlights• Student nurses are expected to behave in a professional way towards others.• Many student nurses exhibited coercive and manipulative behaviours when mentors told them that their practice did not meet the criteria required to pass their assessment.• Four types of coercive student behaviour were identified and classified as: ingratiators, diverters, disparagers and aggressors, each of which engendered varying degrees of fear and guilt in mentors.• A four pronged approach is recommended to assist mentors in managing coercive students: manage students' expectations, identify of the locus of the fail, recognition of coercive strategies, and support from official agencies.

show abstract

Every executive needs a mentor

Cited by 38 publications

References 0 publications

Developing and supporting coordinators of structured mentoring schemes in South Africa

Developing and supporting coordinators of structured mentoring schemes in South Africa

Mentorship and professional growth for conservationists in primate‐range countries

Manipulating mentors' assessment decisions: Do underperforming student nurses use coercive strategies to influence mentors' practical assessment decisions?

Contact Info

Product

Resources

About