Leadership Mentoring Research Articles

Leadership Mentoring in Clinical Practice: Role Socialization, Professional Development, and Capacity Building

Research on multiple cohorts of aspiring and practicing principals engaged in professional development provides perspectives on the benefits of mentoring through clinical practice by clarifying issues related to role socialization, professional development, and leadership capacity building. Based on data from participants in several cohorts and reviews of research on clinical practice, leadership preparation, and mentoring, the authors make recommendations for improving university-based preparation programs through models and programs in which aspiring principals can gain authentic administrative work experience guided by mentors. The authors close with a reflection about the critical importance of practice and administrative mentoring in the initial and continuing preparation of principals.

Using Transcendental Phenomenology to Explore the “Ripple Effect” in a Leadership Mentoring Program

Several approaches exist for organizing and analyzing data in a phenomenological qualitative study. Transcendental phenomenology, based on principles identified by Husserl (1931) and translated into a qualitative method by Moustakas (1994) , holds promise as a viable procedure for phenomenological research. However, to best understand the approach to transcendental phenomenology, the procedures need to be illustrated by a qualitative study that employs this approach. This article first discusses the procedures for organizing and analyzing data according to Moustakas (1994) . Then it illustrates each step in the data analysis procedure of transcendental phenomenology using a study of reinvestment or the “ripple effect” for nine individuals who have participated in a youth leadership mentoring program from the 1970s to the present. Transcendental phenomenology works well for this study as this methodology provides logical, systematic, and coherent design elements that lead to an essential description of the experience.

Educational Practice in Leadership Mentoring: The Singapore Experience

Findings of a study on the practice of school management learned through mentoring reveal that leading surfaced prominently as the prime aspect of what could be learned through formal mentoring and could be put into practice on the job. These principals, who have the opportunity to learn through mentoring, suggest their learning and practice of leading primarily through relating with people. The three features involved are: leading through relating with people actively, promoting trust in relating with people, and serving as worthy models in their dedication to service. As such, the learning of leading through formal mentoring could be of significance in the professional development of aspiring principals. It highlights a known practice of leading, learned through leadership mentoring, for an unknown future.

Learning leadership: students’ experiences of a midwifery mentoring practicum

A leadership mentoring practicum is described wherein nurse-midwifery students are placed with leader/mentors at the state, regional, and national levels of organizations. Logs are kept by the students and discussions at student-faculty seminars focus on linking leadership theory to observations of leadership qualities and behaviors in the mentors. A profile of a “composite leader” derived from the students’ experiences is presented.

Implementation of a Student/student Leadership Mentoring Program

In an effort to initiate a student leadership mentoring program, Montana State University (MSU) has implemented a student/profession and student/student mentor-mentee relationship program through an annual campus Wellness Fair. The program participants consisted of the Health Promotion class (50 students), MSU faculty, various community organizations, the MSU Wellness Coalition and eight Wellness fair committees: fundraising, budget, advertising, health screens, booths, activities, on campus living and big ideas. This program is modeled after a 3-tier step by step mentoring program. First, lower division nutrition students (freshman and sophomores) are informed and encouraged through advising newsletters, Montana Student Dietetic Association, courses and word-of-mouth to become a committee member of the MSU Wellness Fair. The second tier is comprised of upper division student. (juniors and seniors) who provide mentoring to the various committee members. This is our first example of student/student, mentor/mentee relationships. By the second year, the lower division students are ready to co-chair committee and by the third year they chair the committee. The committee chairs are mentored by faculty, staff, and other allied health professionals. The overall Wellness chair is a senior in nutrition who has shown interest and skills in further leadership development of a large encompassing campus committee. This is the third MSU Annual Wellness week where 91% (N=22) of upper division students and 60% (N=52) of lower division students participated in the student leadership mentoring program. In summary, 69% (N=74) of all MSU dietetic students participated in the 1995 Annual Wellness fair which contraindicates Wenberg (JADA 92:1, 71) report that students are too busy to participate in mentoring programs. It is felt that the difference is associated with a positive effect of student peer pressure to participate as mentors of proteges.

Mentoring for Consulting Engineers

This article discusses the general objectives and operation of a leadership development and mentoring program for young engineers at a consulting engineering firm. Part one of the program is a forum comprising three two-day sessions per year. The sessions consist of presentations by senior management, mostly on the business of consulting engineering. Young engineers also give presentations on hypothetical marketing and project management assignments. Exceptional graduates of the forum advance to the actual mentoring program. For a one to two year period, senior managers give young engineers hands-on experience in advanced management tasks. Participants in the two programs at this firm (Frederic R. Harris) have made exceptional strides on the management track. Other firms considering implementing a mentoring program are encouraged to adapt this model.