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Mentor supervision and development – exploration of lived experience
Abstract
The article explores the process of mentor development and the benefits that can accrue, both to the mentor and the mentee. Using personal experience, underpinned by theory, the author sets out to research the fundamental question posed – “How can a mentor effectively help another to explore their hidden behaviours and patterns of action, if they have not done that for themselves?” The use of supervision as a means to support mentors in their work is discussed and examined. The framework described places a value on the need for individual mentors to be able to understand their own process when working with a mentee, thus ensuring that mentees will receive the best possible support themselves.
... "In the qualitative method, clusters of information, rather than the number(s) of occurrences of bits of information are analyzed" (Grant, 1998, p. 46). Open-ended, broad-based interview questions were used to allow the participants to freely articulate their "lived experience" (Barrett, 2002) of mentoring. An increasingly specific focus evolved from a concurrent analysis-and-interview process. ...
... The mentoring literature is not generous on the subject of development for mentors. Barrett (2002) explored a process for mentor development and ongoing supervision, but he is one of the few researchers in the business domain who have addressed this neglected topic. Cohen (1995) provided a comprehensive guide for acquisition of competencies for mentoring but the need for mentor training and supervision was not brought forward. ...
... 312), their recommendations apply across the board. It is noteworthy, however, that they do not include consideration of the organizational manager, except as they might function as mentors, and they give short shrift to the need for any ongoing support for mentors from a supervision perspective (Barrett, 2002). They did, however, call for future research into mentoring relationships between mentees "with and without mentors who are also their direct superiors" (p. ...
... One of the conditions to maintain an effective mentoring programme is the institution establishing clear criteria for mentor selection that includes a commitment to initial and ongoing mentor training (Rowley, 1999;Barrett, 2002). ...
... Where mentor training does feature in the literature, there is much support for ongoing training for the mentor (Feiman-Nemser, 1994;Barrett, 2002;Sweeney, 2003). As well as initial mentor training, it should provide opportunities for mentors to interact with each other and develop supportive relationships. ...
Mentoring has been identified as a mechanism for supporting teaching practice, in the compulsory school and higher education contexts (Elliot, 2000; Feiman-Nemser, 1996). Informal dialogue with institutions across New Zealand has identified variable systems for supporting the teaching practices of academic staff, with mentoring as one such mechanism; however with no formalised system in place. At one institute, for example, past mentoring processes have involved senior teaching staff volunteering their time and assistance to mentor less experienced staff, as required, with no procedural guidelines, no policy directing this activity and no collection of statistical data. This paper poses questions about and outlines the current educational literature regarding the establishment and implementation of a mentoring programme for teaching staff in the higher education context, and proposes a model that aims to achieve equality of access to mentoring for all teachers. Key aspects of this discussion paper will focus on the purpose and benefits of mentoring, training for mentors and mentees, exploration of different mentoring models and the issue of access to mentoring as a support mechanism for all teachers in a higher education environment.
... There is an ongoing area of research in the literature concerning the personal growth of those receiving mentorship, which suggests that mentoring could posit effective practices within almost any context (Baran, 2016;Barrett, 2002;Hunter et al., 2006), and was also the second most emphasized benefit in the current study. In the faculty-mentored study of Hunter et al. (2006), students noted their personal growth in terms of understanding how science works in hands-on practice. ...
The main purpose of this study was to investigate how special education knowledge and practice can be expanded through mentoring activities. In this respect, an interdisciplinary one-to-many mentorship study with Collaborative Project-based Learning (CPBL) was conducted. The mentors were Special Education faculty members who guided preservice teachers from the Instructional Technology department. During this guiding process, the preservice teachers developed animations for teaching daily life skills to students with intellectual disability (ID). The study followed a mixed-methods sequential explanatory design. This current study showed that mentoring with CPBL can be effective in equipping both mentors and mentees with a variety of skills. Specifically, mentoring can be an effective process for preservice teachers to construct context-specific knowledge in educating students with special needs. The study’s quantitative findings showed that the mentors were successful during the mentoring process.
... Effective mentoring should be viewed as the most important factor in the development of student teachers teaching skills, pedagogical knowledge and self-efficacy in teaching. Therefore, it's necessary to plan mentoring, in order to enhance the preservice teachers' learning experiences (Barrett, 2002). Responsibilities assigned to mentors are increased as their role in teacher education has become quite prominent. ...
Teacher knowledge and practices have increasingly become a research area of considerable interest. Through effective mentoring practices in school placement, student teachers learn new concepts or approaches to teaching in the classroom. Student teachers' early career experiences are mainly related to classroom self-efficacy and their own professional identity as a teacher. The purpose of this study is to understand how student teachers develop their self-efficacy in teaching during school placement and how they describe its influence in constructing their sense of professional identity. This qualitative study collected data from 10 pre-service student teachers (4th year of studies at bachelor level) of the Faculty of Education at the University of Prishtina and 10 primary mentor teachers. Data are collected through semi-structured interviews, while they are analyzed through the thematic analysis method. The results show that mentoring practices that contributed more to the development of student teacher's self-efficacy in teaching are the modelling of usage of instructional strategies, development of student teacher's pedagogical knowledge on classroom management techniques and feedback on creating an effective learning environment. Also teaching practice, specifically the development of self-efficacy in teaching had enabled them to construct self-identity and to establish the values of an effective teacher.
... Successful mentoring programs have three common elements: (a) releasetime for the mentor to be available to the protege; (b) guidelines defining the role of the protege in meaningful activities; and (c) training for mentors (Allen & Poteet, 1999;Barrett, 2002;Crocker & Harris, 2002;Holloway, 2004). Training for the principals who become mentors is so importance that it is a mandatory element in the Potential Administrator Development Program (PADP), promoting the collaboration between Halifax County Schools in North Carolina, the National Association of Secondary School Principals, and Eastern Carolina University (Peel, Wallace, Buckner, Wrenn, & Evans, 1998). ...
This review of the literature focuses first on the common reasons for the need for mentoring (professional development, changing roles, principal shortage, under representation of women, and barriers) and continues with a definition and description of mentoring. Finally, the current status of mentoring is summarized followed by a discussion of the implications for research.
... Klinik süpervizyon kavram›, de¤iflik ülkelerde farkl› tan›mlan›p, farkl› uygulanmakla beraber, birçok tan›mda bu uygulaman›n odak noktas›n›n, çal›flanlar›n klinik yeterlili¤ini art›rmak ve sürekli geliflimi sa¤lamak için kullan›lan profesyonel bir iliflki, destek ve ö¤renme süreci oldu¤u vurgulanmaktad›r. Temel amac›n bak›m kalitesinin art›r›lmas› oldu¤u bu süreçte, çal›flanlar›n kendi uygulamalar›n›n sorumlulu¤unu üstlenme düzeyi artar, güvenli bak›m geliflir (Butterworth, Faugier, 1992; Bishop, 1994; Ryan, 1998; Barrett, 2002; Clouder, Sellars, 2004; Sloan 2005; Edwards ve ark. 2006). ...
... Penyeliaan boleh didefinisikan sebagai satu forum yang mana seseorang itu meletakkan dirinya di dalam satu proses untuk melihat kembali atau menyemak segala tindakan atau pekerjaan bagi memastikan apa yang dilakukannya itu betul (Carroll, 2007), dan sudah tentu dengan kehadiran seseorang penyelia yang pakar, berpengetahuan atau berpengalaman di atas sesuatu perkara yang akhirnya akan menyumbang kepada kualiti yang lebih baik. Manakala Barrett (2002) cuba meletakkannya sebagai satu proses refleksi terhadap hubungan di antara penyelia dan orang diselianya agar menghasilkan satu praktis yang lebih baik di masa hadapan. ...
Abstrak Kor SISPA adalah satu ketumbukan anggota Pertahanan Awam di peringkat Institusi Pengajian Tinggi (IPT) yang terdiri dari hanya pelajar IPT. Pelajar-pelajar ini apabila cukup tempoh pengajian dan latihan mengikut silibus Kor SISPA akan melayakkan mereka untuk ditauliahkan sebagai seorang anggota yang berpangkat pegawai. Maka, tanggungjawab dalam aspek pengurusan dan penyeliaan anggota menjadi penting untuk dimiliki oleh anggota terbabit memandangkan pegawai yang ditauliahkan ini perlu cekap mentadbir, mengurus dan boleh menjadi sumber rujukan kepada anggota bawahan. Kertas kerja ini adalah merupakan satu cadangan kepada konsep pengurusan dan penyeliaan yang yang boleh diterapkan di dalam Kor SISPA. Kertas ini berobjektifkan untuk melihat bagaimana elemen dinamik boleh dimasukkan ke dalam pengurusan. Kertas ini turut cuba memahami konsep pengurusan, penyeliaan dan keperluan untuk melihat kepada ciri-ciri generasi anggota yang berada dalam Kor SISPA sebelum kesimpulan dibuat. Memiliki pengurusan dan penyeliaan yang berkesan adalah tunjang di dalam Kor SISPA. Ia haruslah dinamik dengan keperluan organisasi dan komposisi anggota dalam organisasi tersebut. Pegawai pengurusan tertinggi, pegawai muda yang baru ditauliah dan PKS adalah komponen penting yang harus sentiasa bersatu dan ditadbir urus sewajarnya. Perjalanan Kor SISPA ini haruslah lancar dan dipacu di atas landasan yang betul demi memastikan semua objektif yang digariskan tercapai. Selaku unit beruniform yang baru bertapak di IPT, Kor SISPA perlu mengukuhkan asasnya bagi memastikan jenama ini berkembang sejajar dengan hasrat Jabatan Pertahanan Awam dan Kementerian Pengajian Tinggi dalam menggerakkan gelombang kesukarelawan di kalangan golongan muda dalam masyarakat. Pengenalan Sejak perasmian penubuhan Kor Siswa Siswi Pertahanan Awam (Kor SISPA) peringkat kebangsaan diadakan pada 6 Februari 2010 yang bertempat di Universiti Teknologi MARA, Kor SISPA telah mengembangkan jenamanya dengan penubuhan beberapa lagi Kor SISPA di IPT-IPT di seluruh Malaysia. Penubuhannya yang mengambil model PALAPES dan Kor SUKSIS sebagai rujukan pada asalnya adalah untuk menaiktarafkan pelaksanaan ko-kurikulum Pertahanan Awam di IPT. Namun, secara tidak langsung telah turut membantu Jabatan Pertahanan Awam untuk mengukuhkan jenamanya di IPT-IPT dan masyarakat Malaysia. Usaha yang dimulakan sejak tahun 2006 yang diterajui oleh Lt. Kolonel Bersekutu (PA) Rosmin bin Talib ini telah berjaya direalisasikan dan sudah pun berjaya mentauliahkan pegawai-pegawai muda di IPT sewaktu Perhimpunan Kor SISPA kali Pertama yang diadakan di Universiti Teknologi MARA dan diikuti Universiti Sains Islam Malaysia (USIM) serta Universiti Malaysia Terengganu (UMT) untuk edisi kali kedua dan ketiga. Konsep silibus Kor SISPA yang digunakan untuk melatih para Pegawai Kadet SISPA (PKS) adalah menggabungkan elemen pembelajaran dan perkhidmatan. Para PKS dikehendaki untuk menjalani proses pembelajaran selama lima semester, dan kemudiannya setelah ditauliahkan
... Termin 'mentor' pochodzi od imienia postaci z mitologii greckiej -przy- jaciela i doradcy Odyseusza, któremu wyruszając pod Troję powierzył on opiekę nad żoną -Penelopą oraz synem Telemachem. Zadaniem Mento- ra było nauczanie, wychowywanie i wspieranie młodzieńca podczas nie- obecności ojca 3 . Współcześnie mianem tym określamy osobę kompetentną i godną zaufania, która wywarła duży wpływ na nasz rozwój osobisty lub zawodowy i którą uważamy za wzór do naśladowania. ...
... Applebaum et al. (1994) indicate a duality of mentoring and leadership: mentors are leaders and leaders are mentors. Barrett (2002) indicates that being a mentor is an experiential learning experience. Emprical studies analysed by Hansford et al. (2003) found positive outcomes for mentors included career satisfaction, improved communication skills, respect for others and empowerment. ...
Purpose
The purpose of this paper is to present a case for the importance of mentoring programs in addressing the disadvantage of minority groups in the workforce. Also, to report on a workplace mentoring program conducted for indigenous Australians at the University of Newcastle, Australia.
Design/methodology/approach
Interviews with program participants.
Findings
Indigenous Australians are marginalised in the Australian workforce. Governments have developed many special labour market programs for indigenous Australians, the majority of which are based on public sector employment. There is potential for more extensive private sector participation in developing workplace programs to support indigenous Australians. Workplace mentoring, especially through indigenous mentors, is important in assisting indigenous employees sustain employment and enhance workforce attachment. The case study demonstrated how culturally appropriate mentoring programs can be successful in attracting, training and placing indigenous Australians into employment.
Research limitations/implications
Confined to a single case study organisation, but the findings are in keeping with North American research on mentoring indigenous workers.
Practical implications
Mentoring has a strong role to play in assisting disadvantaged minorities improve labour market outcomes.
Originality/value
There has been no previous research in the Australian context on mentoring indigenous workers.
... Sadler (1999) described a collegial mentoring approach, where academics worked together to accelerate their publishing. The mentoring process requires working with " truth, integrity and authenticity " and is enhanced when there is time for reflection on that process (Barrett, 2002, p. 279). Effective mentors will possess the quality of leadership as determined by their selfreflection and regulation, motivations, authenticity, honesty, competence, and a willingness to share their knowledge and experience. ...
Purpose
The purpose of this paper is to expose the impact of the shortage of senior academics, particularly professors, in Australian accounting schools, to relate the way one school addressed this shortage through a mentoring scheme, and to challenge existing institutional arrangements.
Design/methodology/approach
This is a contextualised qualitative case study of a mentoring scheme conducted in an Australian accounting school. Data collected from semi‐structured interviews, personal reflections and from Australian university web sites are interpreted theoretically using the metaphor of a “green drought”.
Findings
The mentoring scheme achieved some notable successes, but raised many issues and challenges. Mentoring is a multifaceted investment in vocational endeavour and intellectual infrastructure, which will not occur unless creative means are developed over the long term to overcome current and future shortages of academic mentors.
Research limitations/implications
This is a qualitative case study, which, therefore, limits its generalisability. However, its contextualisation enables insights to be applied to the wider academic environment.
Practical implications
In the Australian and global academic environment, as accounting professors retire in greater numbers, new and creative ways of mentoring will need to be devised. The challenge will be to address longer term issues of academic sustainability, and not just to focus on short‐term academic outcomes.
Originality/value
A mentoring scheme based on a collegial networking model of mentoring is presented as a means of enhancing academic endeavour through a creative short‐term solution to a shortage of accounting professors. The paper exemplifies the theorising power of metaphor in a qualitative study.
The purpose of this study was to design and implement a practicum mentoring model to support prospective teachers as they learn to teach mathematics within a teacher education program. The context of this report on the practicum with an innovative mentoring model consisted of a pair of prospective teachers learning to teach mathematics from one mentor, an expert in teaching mathematics, while they also leaned to teach Chinese from the other mentor, an expert in teaching Chinese. Ten prospective teachers enrolled in a mathematics mastery mentoring program were the target population. Data sources included the following: surveys, pre- and post-tests, self-evaluations, teaching demonstrations and portfolios. Results indicate that the mentoring model created more and better opportunities for prospective teachers to enhance their expertise in teaching mathematics. Contributing factors appeared to be: (1) a well-structured practicum with clear goals; (2) the emotional and professional support from mentors for their prospective teachers; (3) meeting the needs and concerns of prospective teachers; (4) the mentors’ level of expertise in teaching and mentoring; and (5) creating a close partnership between the university and the school, leading to the close mentorship between the mentors and prospective teachers, providing guidance for mentors from professors. The implications for teacher education programs are addressed.
Globalisation has brought us ‘neofeudalism’ - a society where power over the many is held by a few (Shearing, 2001). This is driven by rules and an assumption of compliance and therefore, control. Arguably the modern workplace seeks control through surveillance processes to extract compliance i.e. appraisal and PDRs, performance management, 360 and perhaps coaching (Nielsen & Nørreklit, 2009).
Professional bodies claim that supervision, as one of their rules, reassures potential clients or sponsors and ensures quality control. Is this a form of neofeudalistic surveillance? With coaching and mentoring’s roots in person centred humanism, is there a paradox? If so, how can we move forward?
This chapter contains section titles:
Purpose – The purpose of this paper is to strengthen the role of management supervision in the competence of management and its support. Competence in organizations consists of the human, social and structural dimensions. It involves controlling explicit and tacit knowledge, know-how and experiences. Competence-based management requires the ability to manage, as well as the skills to consider, build, evaluate, support and leverage competence in an organization. The competence and well-being of a manager needs to be supported. Design/methodology/approach – The study represented in this article is a qualitative comparison and the new knowledge of experienced material has been evaluated. It is done during two periods and based on interviews with public and private managers in social and health services (n=22 and n=12). The data have been analysed through the use of content analysis inspired by the theory and the data. Findings – Management supervision includes dialogue and reflective thinking as features of competence-based management and its development. It is a strategic method of support for management and at the same time is a part of a manager's welfare. Management supervision as one support system clarifies strategic competence-based management, gives support to leadership know-how and helps a manager to feel better at work. Originality/value – Because strategic competence based management in social and health care organizations is a very demanding and multidimensional function, it needs a lot of support. Management supervision is a strategic method of support for management and at the same time is a part of a manager's welfare. The significance of this method should be emphasized more in the management of social and health services.
Primary science education is a key area in the curriculum, yet primary science education is still less than adequate, both in the number of teachers implementing a primary science syllabus and the quality of primary science teaching. Mentoring may support both teachers in their roles as mentors and preservice teachers as mentees to develop their primary science teaching practices. This research investigated mentoring for developing preservice teachers of primary science, which was divided into two stages. Stage 1 was concerned with the development of an instrument aimed at measuring preservice teachers' perceptions of their mentoring in primary science teaching. Stage 2 involved developing a mentoring intervention based on the literature and the instrument developed from Stage 1 of this research, and further investigated the influence of the intervention on mentoring practices. Stage 1 involved a survey instrument developed from the literature and a small qualitative study. This instrument was refined after pilot testing and then administered to 331 final year preservice teachers. Stage 2 involved pilot testing a mentoring intervention, which was then implemented with 12 final year preservice teachers and their mentors over a four-week professional experience (practicum). Using a two-group posttest only design, these 12 final year preservice teachers (intervention group) and 60 final year preservice teachers (control group) from the same university were compared after their four-week professional experience program. The survey instrument developed from Stage 1 was used to measure both the control group's and intervention group's perceptions of their mentoring in primary science teaching. Stage 1 results indicated that five factors characterised effective mentoring practices in primary science teaching and were supported by Confirmatory Factor Analysis (CFA). The final CFA model was theoretically and statistically significant, that is, X2(513) = 1335, p < .001, CMIDF = 2.60, IFI = .922, CFI = .921, RMR = .066, RMSEA = .070. These factors were Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback, and had Cronbach alpha reliability coefficients of .93, .76, .94, .95, and .92, respectively. Stage 2 findings indicated that mentees involved in the intervention received statistically significant more mentoring experiences in primary science teaching on each of the 5 factors and on 31 of the 34 survey items. It was concluded that the mentoring intervention provided mentors and mentees with opportunities for developing their primary science teaching practices. Additionally, this approach simultaneously targets mentors and mentees' teaching practices and was considered economically viable.
Mentoring is too important to be left to chance (Ganser, 1996), yet mentoring expertise of teachers varies widely, which may present inequities for developing preservice teachers' practices. Five factors for mentoring have been identified herein: personal attributes, system requirements, pedagogical knowledge, modelling, and feedback, and items associated with each factor have also been justified in context of the literature. An original, literature-based survey instrument gathered 446 preservice teachers' perceptions of their mentoring for primary teaching. Data were analysed within the abovementioned 5 factors with 331 final-year preservice teachers from 9 Australian universities responding to their mentoring for science teaching and 115 final-year preservice teachers from an urban university responding to their mentoring for mathematics teaching. Results indicated similar Cronbach alpha scores on each of the five factors for primary science and mathematics teaching; however percentages and mean scores on attributes and practices aligned with each factor were considerably higher for mentoring mathematics teaching compared with science teaching.
The book was first published in 1994 and reprinted in 1994, 1995 (twice) and 1996 (twice).
SUPPLEMENTARY MATERIALS Included in this packet are materials touching on themes I will address during my session. I will not go through these sequentially, nor will I address all of them. They are there simply for reference purposes.
Reflective learning is the process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, and which results in a changed conceptual perspective. We suggest that this process is central to understanding the experiential learning process. In this article, we describe the process of reflective learning as identified through analysis of three distinct sets of data, including sequential interviews, single interviews, and written questionnaires, using three separate samples. The sequential interviews revealed a pattern of becoming aware of one's own reflective learning patterns and deciding to use them consciously. Then, the six stages in the reflective learning process are abstracted and described. Implications of the process for personal change and growth, for facilitating learning from experience and changing perspectives, and for further research are also discussed.
Learning is now widely accepted as the currency of survival in an era of constant change. Many businesses, however, are struggling to learn how to learn. The cultural and structural issues they need to confront in order to acquire the flexibility and responsiveness to learn were articulated in 1990 in The Fifth Discipline by Peter M Senge of Massachusetts Institute of Technology. Measuring Business Excellence revisits this now landmark work to review its continuing relevance to the aspirant learning organization.
When groups meet, people form assumptions about the roles of various
participants within that group. Examines what these assumptions are
using three different approaches: restructured non-directed interaction;
exploration of reasons for being there; self-introduction of group and
discussion of group roles. Discusses the role of facilitator in a group,
and defines facilitation as opposed to leadership, finding facilitation
is about empowering people to take control and responsibility for their
own efforts. Illustrates how to become a good facilitator using
fictional characters from a facilitation skills workshop. Ends by
revealing how an individual's potential can be released.
Building on the concepts of professional competence that he introduced in his classic The Reflective Practitioner, Schon offers an approach for educating professional in all areas that will prepare them to handle the complex and unpredictable problems of actual practice with confidence, skill, and care.
The reflection that accompanies the evidence a candidate presents in the performance-based product is a critical part of the candidate's development. Through reflection the candidate begins the ongoing process of blending the art and science of good teaching practice. Reflection requires thoughtful and careful reporting and analysis of teaching practice, philosophy, and experience. Understanding why an activity or practice was productive or nonproductive in the classroom is a key element in the progression from novice to master teacher. The reflection cycle and the guiding questions included in this packet are designed to assist licensure candidates in the reflection process. They will enable candidates to better understand the reflection process and address the question; "How does this piece of evidence demonstrate my knowledge and skill level in this activity?". The following reflection cycle offers a prescriptive structure while allowing the flexibility necessary for candidates to demonstrate their knowledge, skill, and ability in the unique context of their area and environment. The reflections of the novice teacher are also vital to the assessors charged with the responsibility for judging whether the teacher has met the required level of performance for each standard based activity. Through their responses to the guiding questions, candidates will better be able to put evidence into perspective for the review team members by explaining how the evidence or artifact addresses the standard through the activity.
Women’s Ways of Knowing
- M F Belenky
- B M Clinchy
- N R Goldberger
- J M Tarule
Supervision in the Helping Professions
- P Hawkins
- R. Shohet
Experiential Learning
- D.A. Kolb