The aim of the study was to analyze mentor‘s role in new employee socialization. 373 newcomers and 56 mentors took part in the study. Newcomers filled the questionnaires evaluating their socialization (amount of different information, job related state anxiety, feeling of insider, perceived professional competency, evaluation of job and organization), characteristics of new employee (age, highest educational level attained, work experience, current position) and nearest surroundings (leadership style, leader-member exchange (LMX) quality, work group climate, group size and presence of mentorship programs). Mentors had to fill the questionnaires measuring organizational commitment, job satisfaction, work motivation, mentoring experience and professional, social and andragogical competencies. The results show that LMX, work group climate, group size and mentorship programs are the factors allowing to differentiate newcomers by the level of their socialization (high or low). The organizational socialization of employees who had and who had no mentors is very similar. Yet if employees had no mentors, the responsibility and workload sharing the information felt on their direct executives. High quality LMX, directive leadership style and friendly work group climate accelerate new employee socialization and these factors are significally more important when new employees have no mentors. Professional and social competencies of mentors and their organizational commitment are the... [to full text] / Disertacijos tikslas – išanalizuoti mentoriaus vaidmenį naujų darbuotojų socializacijos procese. Tyrime dalyvavo 373 nauji darbuotojai ir 56 mentoriai. Apklausiant naujus darbuotojus buvo vertinami jų socializacijos rodikliai (turima informacija, patiriamas nerimas darbe, jautimasis tikruoju organizacijos nariu, suvokta profesinė kompetencija, darbo ir organizacijos vertinimas), jų asmeninės (amžius, išsilavinimas, darbo patirtis, darbo pobūdis) bei artimiausios darbo aplinkos (vadovavimo stilius, vadovo ir pavaldinio santykių kokybė, grupės klimatas ir grupės dydis, ar buvo paskirtas mentorius) charakteristikos. Apklausiant mentorius buvo vertinamas jų įsipareigojimas organizacijai, pasitenkinimas darbu ir darbo motyvacija, mentorystės patirtis bei profesinė, socialinė ir andragoginė kompetencijos. Rezultatai rodo, kad geresnę ir blogesnę naujų darbuotojų socializaciją organizacijoje geriausiai diferencijuoja vadovo ir pavaldinio santykių kokybė, darbo grupės klimatas ir dydis bei mentoriaus skyrimas naujam darbuotojui. Mentorius turėjusių ir neturėjusių naujų darbuotojų socializacija yra panaši, tačiau jų neturėjusių darbuotojų imtyje didesnis darbo krūvis ir atsakomybė, teikiant informaciją tenka vadovui. Be to, mentorių neturėjusių naujų darbuotojų imtyje socializacijos rodiklių ir vadovo ir pavaldinio santykių kokybės, direktyvaus vadovavimo stiliaus, darbo grupės klimato koreliacijos statistiškai didesnės nei mentorius turėjusių imtyje. Su naujų darbuotojų socializacija... [toliau žr. visą tekstą]

Įgijęs profesiją kiekvienas nerimauja kaip seksis pirmosiomis darbo dienomis, o ypač tie, kurių darbas susijęs bendravimu su žmonėmis. Pedagogui pirmos darbo dienos mokykloje ypač svarbios, nes tuomet formuojama nuomonė apie jį kaip apie vienos ar kitos srities specialistą ir kaip asmenybę. Siekiant, kad naujas darbuotojas pasiektų reikiamų darbo rezultatų ir gerai jaustųsi, būtina tinkamai padėti jam įsitvirtinti tiek profesinėje, tiek socialinėje aplinkoje. Tyrimo objektas - jaunųjų pedagogų adaptavimo sistema mokykloje. Tyrimo tikslas - jaunųjų pedagogų adaptacijos galimybės mokykloje. Tyrimo uždaviniai: • Apibūdinti adaptacijos sampratą. • Aprašyti darbuotojų adaptavimą mokykloje. • Išryškinti socialinės ir profesinės adaptacijos pirmoje darbo vietoje ypatumus. • Atskleisti jaunųjų pedagogų adaptavimo sistemą mokykloje. Tyrimo klausimai. Su kokiomis problemomis adaptuodamasis susiduria jaunasis pedagogas? Kaip būtų galima tobulinti jaunųjų pedagogų adaptavimą mokykloje? Empirinio tyrimo metodologija - kokybinė, tipas - aprašomasis. Metodai - apklausa, turinio analizė. Tyrimo dalyviai - jaunieji pedagogai, kurių pedagoginio darbo stažas ne didesnis nei 3 metai, mokyklos pavaduotojai ugdymui ir mokyklų vadovai. Tyrimo instrumentai sudaryti iš atvirų klausimų. Mokykloje gali vykti formalus arba neformalus adaptavimas. Jei vykdomas formalus adaptavimas, mokyklos vadovas įpareigoja administracijos darbuotojus jaunajam pedagogui skirti mentorių arba kuruojantį mokytoją... [toliau žr. visą tekstą] / After acquiring profession everyone worries about their success during their first days at work. It is especially worrisome for those whose work involves interaction with people. For a teacher first working days at school are extremely important, since during that period opinions about him as a specialist and as a personality are being formed. In order for the new employee to reach required results and feel well, it is essential to properly help him to adapt in professional and social environments. Research object – young teacher's adaptation system in school Research objective – the possibility of adaptation of young teachers in school. Research tasks: • To describe adaptation conception • To define employee adaptation in school • To reveal the peculiarities of social and professional adaptation at first workplace • To reveal young teacher's adaptation system in school Research questions – What kind of problems are the young pedagogues facing? How would it be possible to improve the adaptation of young specialists in schools? Research methodology – qualitative, type – descriptive. Methods – inquiry, content analysis. Research participants – young pedagogues, whose teaching experience is not greater that 3 years, assistant teachers and schoolmasters. Research instruments are made up of open questions. There can be formal and informal adaptation processes at school. If formal adaptation is conducted, the school head requires the administrative staff to assign the young... [to full text]

This study represents a qualitative inquiry into how people are informing, understanding and practising alternative mentoring models as well as what a living contemporary mentoring model for school administrators can look like in a school district organization. This project seeks to provide insight into promising contemporary mentoring practice in order to improve the quality of school administrator mentoring programmes. Multiple forms and levels of data were collected for this project including provincial, school-district level and individualized interviews and observation. Much of the data comes from interviews with twelve school administrators (mentees) as well as the programme developer, current programme coordinator and current mentors. Through use of case study and social cartography methods this report uses multiple data sources to identify and categorize a ‘hybrid mentoring’ model that blends a strong bond with a personal formal mentor within a network of informal situational and transformation mentoring relationships. Compilation of mentee network diagrams portrays a theoretical mentoring network incorporating dynamic and diverse mentoring relationships. This case study also identifies that contemporary programmes can be designed to address and minimize inappropriate power and organizational aspects of the classic model criticized from feminist and organizational theory perspectives. Furthermore examples in this case study suggest the organizational climate, in particular leadership discontinuity, is a factor to consider in pre-programme development assessment activities. / Graduate

Zugl.: Gießen, Univ., Diss.

Diplomarbeit Hochschule für Angewandte Psychologie Zürich, 2007.

ABSTRACT Kratochvílová, V. Bc. "Coaching as a way of keeping people in a selected company". Diploma thesis. Brno, 2015. The diploma thesis is focused on using coaching as a method of (management style) in the chosen company. The aim is to determine how often and in what form is used coaching as a participatory method of management in selected company. The first part in the form of a literature review deals with the definition of management styles, their characteristics, defining governance levels represented by management and currently represents the main aspects of coaching. It defines basic concepts connected with this issue, defines coaching to other management styles, describes the role of coach or manager in the role of coach, types of coaching and typical situations when it is appropriate to use coaching. The practical part is developed mixed design research, which is focused on the use of management styles by managers and subordinates in the company. Selected methods for data analysis was a questionnaire survey and interviews, whose results are interpreted, discussed and correspond to the selected research questions. Results are summarized in the conclusion. The Keywords: Leadership, management, management styles, coaching, coach, mentoring, mentor.

The thesis "Identification of characteristics mentoring relationship in doctoral education" is divided into several main areas. The theoretical part of the thesis defines the basic concepts and theories for solving the problems defined dissertation and also deals with the issue of doctoral studies at universities. Based on theoretical assumptions, the research questions, which focused on the evaluation of doctoral studies. Rating is based on the student doctoral program because, as indicated resources are an important component of innovative ideas and have to some degree a significant impact on the level doktorskéhého efficiency program in the Czech Republic. The aim of this study was to identify the characteristics of the mentoring relationship and consider how they appear from the perspective of the student's doctoral program in a relationship with his trainer, focusing on arts fields of study. In the empirical part was gathered by interviewing primary data, personal interviews and electronic questionnaires. The data were processed using multivariate methods (correspondence analysis, factor analysis), multinomial regression and multiple regression. Based on the above statistical methods were found to have significant dependence between the observed variables and also were overall evaluated factors that are sensitive to the needs of the student's doctoral program depending on the set of predictors. The results of the dissertation was based on a synthesis of knowledge embedded in the context of previous research with potential for further expansion in theoretical and practical.

Summaries in Afrikaans and English / Text in Afrikaans / In die verhandeling word mentorskap as 'n begeleidingshandeling ondersoek. Die oorsprong van mentorskap word nagespeur, enkele deur tyd beproefde kenmerke van mentorskap word bespreek en heersende praktyke ter bevordering van mentorskap word met die van vervloe eras vergelyk. 'n Uiteenlopende verskeidenheid opvattinge oor mentorskap word aan die orde gestel: benewens die standpunte van eietydse ontwikkelingpsigoloe, beroepskundiges, onderwys- en opvoedkundiges word die klassieke opvatting van mentorskap (socs wat dit weergegee is in die Odusseia en die Les Adventures de Telemaque, die werke van onderskeidelik Homerus en Fenelon) ook ender die loep geplaas. In die laaste afdeling word 'n aantal gevolgtrekkings en aanbevelings gemaak met betrekking tot die doelstellings, aard, kenmerke en waarde van mentorskap, faktore wat die eindresultate van mentorskap kan beinvloed en die bekwaamhede en persoonseienskappe van mentors. Die aanbevelings sluit riglyne vir die effektiewe hantering van problematiese aangeleenthede rondommentorskap, ender meer die verpragmatisering en formalisering daarvan, in. / In this dissertation mentoring as a form of guidance is researched. The origin of mentoring is investigated, a few characteristics of mentoring which have stood the test of time are discussed and prevailing practices promoting mentoring are compared with those of bygone eras. A diverse variety of approaches to mentoring are presented: in addition to the views of contemporary behavioural psychologists, vocationalists, educationists and teaching specialists, the classic interpretation of mentoring (as presented in the Odyssey and the Les Adventures de Telemaque (the works of Homer and Fenelon respectively) is also considered. In the last section a number of conclusions and recommendations are made regarding the aims, nature, characteristics and value of mentoring, factors affecting the outcome of mentoring and the skills and personal characteristics of mentors. The recommendations include guidelines for the effective handling of problematic issues regarding mentoring, such as the pragmatization and formalization thereof. / Educational Studies / M. Ed. (Educational Studies)

Physical activity-based positive youth development (PA-PYD) programs can serve to empower and alleviate barriers to development for at-risk youth. Youth leaders may play an important role in these programs to foster the development of their younger peers, while mutually benefiting from the program as they foster and apply skills such as leadership, communication, and self-direction. Currently, there is a gap in literature as very few studies have examined youth leadership within PA-PYD programming. Thus, the purpose of the current study was to explore the perspectives and experiences of youth leaders and their fellow program participants in relation to youth leadership within the context of a PA-PYD program for at-risk youth. Data were gathered from 16 youth leaders (Mage= 13.37, SD = 1.36) and 15 program participants (Mage= 10.53, SD = 1.12) across four different program locations, using semi-structured, one-on-one interviews. This thesis is composed of two articles. The first article used a deductive-inductive thematic analysis to better understand the experiences that youth leaders had in the program. Three themes were identified: (a) building youth leaders is a process, (b) mentorship is perceived as critical for one’s leadership development, (c) trust is important for enhancing youth leader engagement. The second article also used a deductive-inductive thematic analysis to examine how youth leaders perceive the influence they have on younger peers who participate in the physical activity-based youth development program, as well as how these program participants perceive the role and impact of the youth leaders. Five themes emerged from the analysis, which were: (a) learning and building skills, (b) receiving support, (c) enjoyment, (d) relatability, and (e) lack of maturity. This research contributes to current gaps in the literature on youth leadership within physical activity-based youth programming and provides practical recommendations to improve such programming.

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