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Journal articles on the topic 'Dysfunctional mentoring'
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Wood, Penny, and Joanne Leck. "Dysfunctional Mentoring." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 8, no. 4 (2008): 19–26. http://dx.doi.org/10.18848/1447-9532/cgp/v08i04/39618.
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Scandura, Terri A. "Dysfunctional Mentoring Relationships and Outcomes." Journal of Management 24, no. 3 (June 1998): 449–67. http://dx.doi.org/10.1177/014920639802400307.
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A comprehensive review of the mentoring literature reveals that unpleasant aspects of mentoring relationships at work have been understudied. This persists, despite evidence that dysfunctions may be occurring in mentoring relationships. A typology of negative mentoring styles is presented. Next, a model of outcomes that may be associated with dysfunctional mentoring is developed to underscore the need to investigate the full range of mentorship in future work.
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Gail Lunsford, Laura. "Mentors, tormentors, and no mentors: mentoring scientists." International Journal of Mentoring and Coaching in Education 3, no. 1 (February 25, 2014): 4–17. http://dx.doi.org/10.1108/ijmce-02-2013-0007.
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Purpose – A psychosocial, developmental perspective was used to examine the mentoring experiences of scientists. Little is known about the timing of when mentors first appear, the quality of these relationships, the specific mentoring support behaviors, or how scientists typically learn to mentor. The paper aims to discuss the above issues. Design/methodology/approach – The author conducted 23, semi-structured interviews with Australian scientists. Questions focussed on mentor-like support scientists received and provided. Interviews were analyzed and themes were coded using Dedoose software. Findings – Scientists who had mentors as undergraduates were more likely to report long-lasting relationships with their mentors and more positive interactions with their protégés. Scientists reported the following career mentoring behaviors: modeling how to do science, sponsorship, collaboration, and practical supervision. Important psychosocial mentoring behaviors were being approachable, building confidence and providing encouragement. Almost half of the scientists never had a mentor. Most (n=14) scientists learned to mentor by emulating their mentors. Findings highlight the prevalence of dysfunctional behaviors, even in supportive relationships. Practical implications – The findings suggest that graduate program managers might consider investing resources to improve mentoring experiences of doctoral students as this is a critical period for their professional development. Further, activities involving collaboration deserve emphasis in mentoring relationships. Originality/value – The study identified a “window” when mentoring support is important for scientists; highlighted specific behaviors that support career development in science; and clarified how some scientists learn to mentor others. Results add to the literature on dysfunctional mentoring relationships.
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Boyd, David P. "Cinematic Perspectives On Organizational Mentoring." Contemporary Issues in Education Research (CIER) 2, no. 2 (January 10, 2011): 9. http://dx.doi.org/10.19030/cier.v2i2.1091.
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Properly conceived and conducted, organizational mentoring can bestow benefits on the suppliant, the mentor and the firm. If prospective protégés assess the context of a mentoring relationship before they enter into one, they can enjoy a bonding experience that facilitates psychological satisfaction and furthers professional advancement. The movie medium is an educative means of appreciating and attaining these positive outcomes. The instructive lens of drama can complement traditional curricular materials in courses on behavioral dynamics. Over the past seven years, the author has assigned a film project in his Leadership classes at the undergraduate and MBA level. Of the 120 films chosen for students projects, five compellingly capture functional and dysfunctional aspects of protégé-protector linkages. After analyzing these films, the paper proposes ten precepts that will enhance the mentoring experience for workplace aspirants.
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Feldman, Daniel C. "Toxic Mentors or Toxic Proteges? A Critical Re-Examination of Dysfunctional Mentoring." Human Resource Management Review 9, no. 3 (September 1999): 247–78. http://dx.doi.org/10.1016/s1053-4822(99)00021-2.
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Ng, Jhony Choon Yeong, Karen Kai Wen Song, and Yiping Liu. "Influence of emotional coping on decision to stay in dysfunctional mentoring relationship." Asia Pacific Journal of Human Resources 57, no. 2 (May 25, 2018): 208–26. http://dx.doi.org/10.1111/1744-7941.12184.
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Lee, Jongwook, Amelia Anderson, and Gary Burnett. "Peer relationships and mentoring between LIS doctoral students: A qualitative approach." Journal of Librarianship and Information Science 49, no. 1 (July 8, 2016): 115–24. http://dx.doi.org/10.1177/0961000615592024.
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Despite the critical role of peers in the socialization of doctoral students, relatively few researchers have studied types of peer relationships and information exchanged between doctoral students. This study aims to explore doctoral students’ perceptions of their peer relationships and informal peer mentoring within a library and information science program. The authors applied Kram and Isabella’s peer relationship framework developed in organizational settings to examine peer relationship types of library and information science doctoral students. Interviews with 12 doctoral students reveal the existence of cohort, social/academic peer, and other peer groups, which can be mapped onto Kram and Isabella’s continuum of peer relationships, categorized as special, collegial, and information peers; however, this framework suffers from a limitation in explaining dysfunctional peer relationships identified in the study. In regard to differences between peer relationships and peer mentoring, respondents tend to perceive mentoring as a developmental function that takes place in peer relationships. Moreover, the authors propose five types of information exchanged between doctoral students, which are (a) basic, (b) administrative, (c) professional, (d) social, and (e) personal information, and they suggest that peer relationships influence the topical diversity and degree of disclosure in information exchange.
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Junairiah, Junairiah, Tri Nurhariyati, and Listijani Suhargo. "INNOVATION OF MEDICINE PLANTS PROPAGATION WITH VERTICULTURE TECHNIQUES IN EFFORTS TO OVERCOME LAND DYSFUNCTIONAL IN EAST SURABAYA AREA." Darmabakti Cendekia: Journal of Community Service and Engagements 2, no. 2 (April 28, 2021): 58. http://dx.doi.org/10.20473/dc.v2.i2.2020.58-61.
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Background: Keputih Village is located in eastern Surabaya. The boundary of this village is the river. Areas on the river banks are overgrown with wild plants and poorly maintained. One way to overcome the dysfunctional land around the river is by cultivating medicinal plants with verticulture techniques. Purpose: The implementation of this program is to overcome the dysfunctional land around the Keputih Village’s river by cultivating medicinal plants in verticulture techniques and provide training in the manufacture of herbal products from the cultivation of medicinal plants and provide financial management training to the local residents. Methods: This activity was carried out in 4 stages. Phase I was training in making pots and verticulture shelves as well as planting medicinal plants, Phase II was mentoring in the field, Phase III was training on making herbal products from plants and training on simple bookkeeping, Phase IV was product display. Results: Based on the results of this training showed that the knowledge of the participants related to the training material has increased which shown from the results of the posttest with average of 79,31 and product display. Conclusion: In this activity, beside gaining knowledge, participants can apply this knowledge to increase family income.
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Mardina, Mutiara, and Meilanny Budiarti Santoso. "Penggunaan Token Economies pada Anak untuk Meningkatkan Kedisiplinan dalam Menaati Peraturan." EMPATI: Jurnal Ilmu Kesejahteraan Sosial 6, no. 1 (June 12, 2017): 63–69. http://dx.doi.org/10.15408/empati.v6i1.9783.
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The use of economies token for 12 years children aims at improving the discipline in complying with the rules at an orphanage institution. In the handled cases, the client has a problem against disciplinary, particularly related to the rules of the institutions, with the result that the client was often scolded. This article argues on the important of this token to uphold discipline guidance and mentoring. In this practice, the theory used is a behavioral therapy with the technique of economy token. The use of therapy behavioral methods intended to improve or maintain adaptive behavior, reduce or eliminate the maladaptive behavior, and reduce or eliminate the excessive behavior. By using economy token method, it is expected to help the client to have guidelines for improving discipline in complying with the rules. Based on 4 months of field assistance approach, the results of the assistance for 12 years old children who needs assistance in disciplinary training with economy token, communication and good thinking have become an important factor in relation to the development of a person, so that clients can reduce negative thoughts and changing dysfunctional thinking process.Keywords: discipline, behavioral therapy, economy token, 12 years old children.
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Mbugua, Charles, Sammy Mang'eli, and Mary Ragui. "Mentoring: A Faith Based Relational Leadership Approach in Preventing and Countering Violent Extremism in Kenya." International Journal for Innovation Education and Research 7, no. 11 (November 30, 2019): 1208–24. http://dx.doi.org/10.31686/ijier.vol7.iss11.1990.
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The article examines the role that mentoring, a critical relational leadership process would have in preventing and countering violent extremism by first examining the contexts of radicalization into violent extremism and past violent extremist attacks. Youths and adolescents in Kenya have been radicalized into violent extremism with resultant acts of terror that have resulted in; mass fatalities, casualties, destruction of facilities, disruption of livelihoods and business, and creation of immense fear within the public. The first major attack that seemed to have opened this cycle of al Qaeda and al Shabaab-led Jihadist attacks was the August, 1998 twin-bombing of the USA embassies in Kenya and Tanzania. Since then, we have had the advent of; al Qaeda, its affiliate al Shabaab, and ISIS attacks rising within the African continent with heavy impacts of death trails, casualties, and destruction. This year, Kenya has suffered a number of attacks targeting both soft and hard targets. Among the soft targets was the attack targeting Dusit Hotel in the upmarket 14 Riverside Complex, which left 21 Kenyans and foreigners dead. By extension there have been a number of IED attacks targeting the security services of Kenya many fatalities and casualties. All these attacks have been executed by violent extremists among who are Kenyan youth who have been recruited and radicalized into violent extremism as an ideology that is leveraged on the Islam religion. This ideology of Jihadism is skewed but uses narratives that easily appeal to those targeted for radicalization. Consequently there is an urgent need to have in place relevant mentoring leadership practice to enhance worldviews and perspectives among youth and adolescents which are in tandem with what a sane world subscribes to. It then becomes imperative to have a faith-based mentoring approach that is devoid of extremism and which gives the pool of those targeted a leadership component. This deliver a countering and preventive relational leadership model enhancing resilience of individuals and communities, while countering narratives and propaganda inherent in the recruitment and radicalization to violent extremism. Following literature review and conceptualization of the variables, this article concludes that preventive and countering violent extremism measures are best deployed first amongst the youth, who form the largest and most vulnerable pool of those targeted for radicalization due to; their crave for an identity, promises of a utopian caliphate on earth and life upon death, poverty, joblessness, presence of ungoverned spaces such as the complex cyber space, and dysfunctional social systems including families.
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Topa, Gabriela, and Jose Perez-Larrazabal. "Newcomers’ learning and co-worker undermining: moderated mediation analysis." Journal of Managerial Psychology 31, no. 5 (July 4, 2016): 914–29. http://dx.doi.org/10.1108/jmp-03-2015-0106.
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Purpose – In the last decade, researchers have suggested relationships between negative mentoring (NM) and undesirable work interactions, termed co-worker undermining. Existing evidence has shown that both NM and group identity positively influence this set of negative co-worker behaviors. The purpose of this paper is to expand the domain by including two additional influences, such as newcomer’s learning (T1) as a mediator between NM (T1) and co-worker undermining (T2), and (low and high) group identity moderation (T1). Design/methodology/approach – The authors collected time-separated data, with a final sample of 303 employees of various Spanish organizations. Findings – As hypothesized, the results indicate that newcomer’s learning mediates the relationships between NM and co-worker undermining. The conditional effect of newcomer’s learning was strong and significant at lower levels of group identity, and it was weaker and non-significant when group identity was higher. Thus, the mediated moderation analyses performed support the study’s main hypothesis. Research limitations/implications – Because of the self-reported approach, the results can be affected by common method variance. But the design with time-separated data enables stronger confidence in the inferences drawn from the study than permitted by a cross-sectional study design. Practical implications – The paper includes implications for employee’s careers and for counseling practitioners. Social implications – This paper is relevant because it shows that group identification can protect newcomers from the consequences of negative events during the organizational entry phase. Additionally, practitioners could design more efficient intervention programs by taking novice employees’ affective experiences into account. Organizational and societal leaders may be well-served by knowledge about preventing both NM and co-worker undermining in order to protect newcomers from the destructive consequences linked to such relationships. Originality/value – This paper focusses on a dysfunctional personnel situation, as co-worker undermining, in order to clarify their links with organizational and group processes. The existing research has tended to address NM, organizational socialization, co-worker undermining and group identification as separate phenomena. In contrast, this study is intended as a first step toward integrating the results of these processes, which interact in a series of complex relations.
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Moberg, Dennis J., and Manuel Velasquez. "The Ethics of Mentoring." Business Ethics Quarterly 14, no. 1 (January 2004): 95–122. http://dx.doi.org/10.5840/beq20041418.
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Abstract:Mentoring is an age-old process that continues to be practiced in most contemporary organizations. Although mentors are often heralded as virtuous agents of essential continuity, mentoring commonly results in serious dysfunctions. Not only do mentors too often exclude people different from themselves, but also the people they mentor are frequently abused in the process. Based on the conception of mentor as a quasi-professional, this paper lays out the ethical responsibilities of both parties in the mentoring process.
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Megawati, Niki Moktika Dwi, Reynanda Putra Pratama, Nisriani Uswatunnisa, Putri Wandana, Ahmad Dzaky Zain, and Adi Irawan Setiyanto. "Risk prevention efforts of family dysfunction through an educational box game based on talking pen." JURNAL PENGABDIAN KEPADA MASYARAKAT (AbdiMas) 2, no. 2 (December 25, 2020): 99–111. http://dx.doi.org/10.30871/abdimas.v2i2.1362.
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One aspect of outcome in national expansion is the development of a prosperous family (UU No. 52 year 2009). Each parent is obliged to care, educate, guide the lives of children to adulthood. Therefore, in the PP No. 21 year 1994 family function includes functions of religion, social and cultural, affection, protection, socialization and education, economic and environmental development. The purpose of carrying out this program, specifically: 1) Provides additional knowledge about the function and role of family through educational games "GANSIA" that can be played by all family members, 2) Creation of communities that are able to accomplish the function of family optimally. The objective of this program established in RW 06 Kecamatan Sagulung where there are 1,061 inhabitants. The majority of residents work for industrial workers, shipyards, teachers and merchants. The implementation method of this program will be made by pretest and post test method. The potential results of this program are: 1) Establishment of community "Rumah Permata", moreover as a counseling amenity, mentoring family welfare education, and the establishment of productive household enhancement, 2) Potential for obtaining Intellectual Property Rights is a patent for the invention of an educational box game accompanied by Talking Pen accordingly themed with the local sagacity of Kota Batam.
Keywords: Disfungstion, Education games, Prosperous
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Combs, Patricia R., Cassie B. Ford, Maryalice Nocera, Kody R. Campbell, Stephen W. Marshall, Jason Mihalik, Johna Register-Mihalik, and Kevin M. Guskiewicz. "BIOMECHANIC DATA-DRIVEN BEHAVIOR MODIFICATION TO REDUCE CONCUSSION RISK IN HIGH SCHOOL FOOTBALL ATHLETES." Orthopaedic Journal of Sports Medicine 7, no. 3_suppl (March 1, 2019): 2325967119S0010. http://dx.doi.org/10.1177/2325967119s00105.
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Background: Each year, between 1.1 and 1.9 million sports and recreation-related concussions occur annually in US children aged =18 years. Football has a high concussion incidence relative to other youth sports. This is particularly concerning given recent evidence suggesting sport-related concussions are associated with late-life cognitive and psychological dysfunction in former athletes. Unfortunately, there are currently few proven interventions to prevent concussion in football. The purpose of this study was to evaluate a mentored intervention program designed to teach safe play techniques and thereby reduce head impact frequency and severity in high school football players. Methods: In a clustered quasi-experimental study design, the player education intervention program was provided to two out of three teams in year one, two out of four teams in year two, and all four teams in year three. Head impacts were measured using in-helmet accelerometers worn by all players. Head impact data and game video were used to identify “high risk” players on intervention teams to receive individualized mentoring. Players were identified as candidates for intervention based on three criteria: 1) greater than 20% of head impacts sustained to the top of the head, 2) greater than 7% of impacts exceeded 60 g in peak linear acceleration, and 3) player sustained a concussion. High-risk players attended 3 individual or small-group education sessions over 3 weeks with a mentor who analyzed game film to teach safer playing techniques. Intervention effects were evaluated by comparing post-intervention to pre-intervention head impact data. Coach and player satisfaction were assessed to evaluate the program’s acceptability and impact. Results: 220 athletes (143 intervention; 77 control) participated. Of these, 32 (14%) were classified “high risk” with playing techniques amenable to intervention. Overall, 21 (66%) of mentored athletes demonstrated a reduction in top-of-head impacts (considered a high-risk impact zone) and 17 (53%) of mentored athletes demonstrated a reduction in high magnitude (>60 g) hits. On average, the proportion of top-of-head impacts dropped 2.75% in mentored players, and 2.04% in non-mentored players. The proportion of head impacts classified as high-magnitude (>60 g) dropped 1.07% from pre- to post-intervention in mentored players. There was minimal (<1%) change in high magnitude impacts in non-mentored players. In post-season exit surveys, most mentored players “agreed” (n=18, 69%) that his playing behaviors improved because of the study. Most intervention team coaches thought the study was “effective” (n=31, 97%). Conclusions/Significance: Mentoring effects were modest; however, athletes and coaches viewed the program as effective. Behavioral interventions have potential to reduce head impact frequency and severity in football but may require more intensive mentoring than the 3-session model tested in this study. Tables/Figures: [Table: see text][Table: see text]
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Weiner, Lauren S., Stori Nagel, H. Irene Su, Samantha Hurst, and Sheri J. Hartman. "A Remotely Delivered, Peer-Led Physical Activity Intervention for Younger Breast Cancer Survivors (Pink Body Spirit): Protocol for a Feasibility Study and Mixed Methods Process Evaluation." JMIR Research Protocols 9, no. 7 (July 8, 2020): e18420. http://dx.doi.org/10.2196/18420.
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Background Younger breast cancer survivors consistently report a greater impact of their cancer experience on quality of life compared with older survivors, including higher rates of body image disturbances, sexual dysfunction, and fatigue. One potential strategy to improve quality of life is through physical activity, but this has been understudied in younger breast cancer survivors, who often decrease their activity during and after cancer treatment. Objective The aim of this study is to explore the feasibility and acceptability of a technology-based, remotely delivered, peer-led physical activity intervention for younger breast cancer survivors. We will also assess the preliminary impact of the intervention on changes in physical activity and multiple aspects of quality of life. Methods This study is a community-academic partnership between University of California, San Diego and Haus of Volta, a nonprofit organization that promotes positive self-image in younger breast cancer survivors. This ongoing pilot study aims to recruit 30 younger breast cancer survivors across the United States (<55 years old, >6 months post primary cancer treatment, self-report <60 min of moderate-to-vigorous-intensity physical activity [MVPA]) into a 3-month peer-delivered, fully remote exercise program. Participants will complete 6 biweekly video chat sessions with a trained peer mentor, a fellow younger breast cancer survivor. Participants will receive a Fitbit Charge 3; weekly feedback on Fitbit data from their peer mentor; and access to a private, in-app Fitbit Community to provide and receive support from other participants and all peer mentors. At baseline, 3 months, and 6 months, participants will complete quality of life questionnaires, and MVPA will be measured using the ActiGraph accelerometer. Feasibility and acceptability will be explored through a mixed methods approach (ie, quantitative questionnaires and qualitative interviews). Intervention delivery and adaptations by peer mentors will be tracked through peer mentor self-evaluations and reflections, review of video-recorded mentoring sessions, and monthly templated reflections by the research team. Results Recruitment began in September 2019. As of February 2020, the physical activity intervention is ongoing. Final measures are expected to occur in summer 2020. Conclusions This study explores the potential for physical activity to improve sexual function, body image, and fatigue, key quality of life issues in younger breast cancer survivors. Using peer mentors extends our reach into the young survivor community. The detailed process evaluation of intervention delivery and adaptations by mentors could inform a future hybrid-effectiveness implementation trial. Finally, remote delivery with commercially available technology could promote broader dissemination. Trial Registration ClinicalTrials.gov NCT04064892; https://clinicaltrials.gov/ct2/show/NCT04064892 International Registered Report Identifier (IRRID) DERR1-10.2196/18420
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"The Moderating Role of Self-Esteem and Job-Related Anxiety on the Emergence of Dysfunction in Vocational Mentoring and Its Effects on Performance Reports and Career Progress Expectations." Journal of Organizational Psychology 21, no. 4 (September 7, 2021). http://dx.doi.org/10.33423/jop.v21i4.4549.
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