Mentoring receives a consistently favourable press and its merits and benefits are widely researched and acclaimed (for example Clutterbuck, 1995 and Harrington, 2011). Some advocates appear almost evangelical in their perspective and responses to the mentoring process. From offender schemes (Tarling, Davison and Clarke, 2004), to initiatives for small businesses (NWDA, 2010), the UK government continues to invest heavily in the concept of mentoring. Despite these plaudits mentoring relationships can occasionally founder and, due to the intensity of the relationship harm can be inflicted on both mentor and mentee alike. Such failing relationships are usually ascribed the provocatively charged label of 'toxic' mentoring (Feldman, 1999; Gray and Smith, 2000). Both the human and financial implications of failed mentoring relationships are a serious problem for government investment. Although a relatively under-researched phenomenon the incidents of negative mentoring experiences are not uncommon (Simon and Eby, 2003). Investment in mentoring has grown, with a proliferation of progressive schemes addressing an array of specific issues, from adult substance misuse (Welsh Assembly, 2009) to workplace gender inequalities (EC, 2007). With investment ranging from thousands of pounds in small scale schemes to hundreds of thousands of pounds, the economic implications of failure are potentially significant. Hamlin and Sage (2011) argue that while research has studied the benefits of mentoring, there is little focus on what constitutes effective mentoring in formal settings, or the interpersonal processes involved. Allen and Poteet (1999:70) noted that research was "desperately needed to assess the specific design features" of successful mentoring programmes. The focus has been on the programmes themselves rather than the individuals within them, and findings have centred on programme improvements and objectives or better matching processes in order to understand successful mentoring (Eby and Lockwood, 2005). The measurement of mentoring success however, is problematic and a uniform model for evaluation remains elusive. In one study (Gaskell, 2007) just 34% of organisations were able to successfully measure the impact of coaching, despite the availability of adequate resources and substantial investment in the programmes. Demonstrating return on investment for enterprises involving soft skills can be challenging, particularly when endeavouring to separate the mentoring aspect from other influencing factors. Establishing return on expectation is however, a more manageable proposition and can prove valuable. Attempts to identify the impact of professional development interventions have generated some innovative approaches such as the 'isolation factor' identified in research by McGovern, Lindemann, Vergara, Murphy, Barker and, Warrenfeltz (2001). The study separates out the effects of coaching but is generated purely from the perspective of the participants, which arguably lacks objectivity. However its success is measured, the popularity of mentoring continues to grow and its benefits remain appreciated (CIMA, 2002). Ineffective mentoring may be avoided through understanding its characteristics and the rationale of failed relationships may prevent repetition, providing a valid objective worthy of further research.

Peer support interventions have been widely used within the Higher Education sector as a means to enhance student success and retention. However, much of the evidence to measure the impact of mentoring and coaching has relied on anecdotal, self-reported evidence from the participants. In addition there is much confusion in the terms to describe peer support interventions making it difficult to compare and contrast the different programmes. The need for evidence of a more robust, quantitative nature has long been called for by a number of authors such as Jacobi (1991), Capstick (2004) and Medd (2012). This is a mixed methods case study of an extant coaching programme in Higher Education in the UK. It makes explicit the process of the peer coaching intervention by use of individual case stories and measures the impact of the peer coaching on academic attainment in the form of module grades. In addition, the use of a control group enables a comparison to be made of the academic attainment of non-coached students with those who received peer coaching. Academic behaviour confidence of those who were coached was also measured pre and post-coaching using the Sander and Sanders (2009) ABC questionnaire. There was found to be a statistically significant impact in the academic attainment of those students who received coaching when compared to those students in the control group who did not. It was seen that the peer coaching had a beneficial impact for particular groups of students such as those in their first year of study and those who were performing less well at the outset as well students within the business school. There was found to be a significant increase in the academic behaviour confidence of those who received coaching as well as a reduced attrition rate when compared to those in the control group.

Submitted by Timbo Noeme (noeme.timbo@metodista.br) on 2016-08-08T18:43:10Z No. of bitstreams: 1 BrunaSantos.pdf: 1745061 bytes, checksum: b0768d59f3d825b89e4d93698d3463fb (MD5) / Made available in DSpace on 2016-08-08T18:43:10Z (GMT). No. of bitstreams: 1 BrunaSantos.pdf: 1745061 bytes, checksum: b0768d59f3d825b89e4d93698d3463fb (MD5) Previous issue date: 2015-08-19 / The research aimed to analyze the main reasons why state-owned enterprises (SOEs) from São Paulo-Brazil use coaching and mentoring as a knowledge sharing practice.The 2009 decree No. 53963,sanctioned by the Governor of São Paulo established the Knowledge and Innovation Management Policy for SOEs. Kuniyoshi and Santos (2007) conducted a research, in which identifies practices and knowledge management initiatives adopted by some companies, among them, coaching and mentoring. The pratical process requires not only financial investment but time and adequate people, thus instigates research actions in the organizational context of the SOEs. This study seeks to contribute to the development of studies in the public area. The method used in this qualitative study is exploratory type. The object of this research were the São Paulo SOEs, that currently add up to 21. We conducted a case study with interview and document analysis in two of these SOEs, Sabesp, company sanitation sector water and sewage, aimed to analyze the coaching practice and the Institute for Technological Research (IPT), national reference metrology, aimed to analyze the practice of mentoring. Since there are no exclusive practices to Knowledge Management, and the success of a practice is related to the context in which it operates. In the case of Sabesp, the coaching practice is used as one of the activities within both programs, aimed at developing human capital as a competitive force. IPT aimed at the implementation of mentoring program, specifically the sharing tacit knowledge. It has been discovered that coaching and mentoring practices are used as a way of making a company unique before others, even SOEs with no focus on competitiveness, but they use knowledge strategically to improve the quality of service to society. / A pesquisa teve como objetivo geral analisar as principais razões pelas quais as empresas públicas paulistas utilizam coaching e mentoring como práticas de compartilhamento de conhecimento. No ano de 2009, foi instituído pelo governador do Estado de São Paulo, o decreto nº 53.963 que instituiu a Política de Gestão do Conhecimento e Inovação para as empresas públicas. Kuniyoshi e Santos (2007) realizaram uma pesquisa, na qual identificaram práticas e iniciativas de gestão do conhecimento adotadas por algumas empresas, dentre elas, coaching e mentoring. As práticas são processos que necessitam de investimento não somente financeiro, mas de tempo e pessoas adequadas, por serem processos mais complexos, instigam a investigação de ações no contexto organizacional de empresas públicas. Este estudo busca contribuir para o desenvolvimento de estudos na área pública. O método utilizado neste estudo de abordagem qualitativa é do tipo exploratória. O objeto desta pesquisa foram as empresas públicas paulistas, que, atualmente, somam 21. Foi realizado estudo de caso, com entrevista e análise documental em duas destas empresas, A Sabesp, empresa do segmento de saneamento de água e esgoto, teve como objetivo analisar a prática de coaching e, o Instituto de Pesquisa Tecnológicas (IPT), referência nacional em metrologia, teve como objetivo analisar a prática de mentoring. Uma vez que não existem práticas exclusivas à Gestão do Conhecimento, e o sucesso de uma prática está relacionado ao contexto na qual está inserida. No caso da Sabesp, a prática de coaching é utilizada como uma das atividades dentro de dois programas, visando desenvolver o capital humano como força competitiva. O IPT teve como objetivo da aplicação do programa de mentoring, especificamente, o compartilhar conhecimento tácito. Foi constatado que as práticas de coaching e mentoring podem ser utilizadas como recurso capaz de tornar a empresa singular perante as demais, mesmo empresas públicas não tendo foco em competitividade, mas utilizam o conhecimento de forma estratégica para melhorar a qualidade de atendimento à sociedade.

Thesis (D. Ed. Min.)--New Orleans Baptist Theological Seminary, 2006. / Includes abstract and vita. Includes project proposal. Includes bibliographical references (leaves 110-113, 39-43).

Thesis (D. Ed. Min.)--New Orleans Baptist Theological Seminary, 2006. / Includes abstract and vita. Includes project proposal. Includes bibliographical references (leaves 110-113, 39-43).

The subject of this text is the management of talent development. The aim of a dissertation was to identify what skills abilities are supposed from Talents in organizations what is suitable to develop in trainings by talents what method of development is most effective for talents and what we should consider hen we set up talent management in organization. The history of talent management manners and current interpretation of keywords are analysed in theoretical part. The hypotheses were set up to current problems and were verified by standard manners in organizations and at the university. The hypotheses have passed successful only for typical circumstances where the talents usually are. The most important knowledge are two new trends in talent management. The first is business coaching like combined method of development for talents is most effective manner of talent development. The second knowledge says that talent management set up of talent management depends on level of systematic work in organization.

The aim of this diploma theses is detection of manager's motivational role in OVB Allfinanz corp. -- their awareness of motivational role, exploitation of motivational role in their work and their self -- evaluation. Questionnaire is fundamental research method. In the case of detection some failure in this area, suggesting potential arrangement.

No description available.