The need to develop a pool of well-qualified future leaders is a key concern for human resource development scholars and practitioners in higher education. Research indicates that formal leadership development programs are most effective when they are based on experiential models. Mentoring is one experiential component that can enhance such programs by providing context, opportunities to develop and practice leadership behaviors, and assistance with career decision making.This study was a qualitative case study of a leadership development program, the Minnesota Partnership for Executive Leader Development, which included a variety of mentoring options. Two units of analysis were embedded in the case. By examining the program from the viewpoint of the sponsoring organizations and individual participants, the study sought to understand the organizational intent for mentoring and how it was experienced by the cohort members. Findings indicated that mentoring is most effective when activities occur within a formal structure that is grounded in a clearly articulated set of program goals and expectations and when the activities take into account the individual needs, circumstances, and experiences of the program participants. The research related to design of formal mentoring programs is limited. This study added to the literature by proposing a definition of mentoring, identifying mentee characteristics that may influence mentoring outcomes, and proposing mentoring strategies that may be appropriate for meeting specific types of program goals. Results can be used to inform development of similar mentoring programs within higher education.
University of Minnesota Ph.D. dissertation. April 2014. Major: Organizational Leadership, Policy, and Development. Advisors: Karen Seashore, Kenneth Bartlett. 1 computer file (PDF); ix, 135 pages, appendix p. 135.
Bonebright, Denise Annette.
Structuring synchronicity: mentoring as a component of leadership development programs in higher education.
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