Mentoring is a process whereby a more experienced mentor supports a less experienced protégé, with the purpose of assisting the protégé as he or she progresses through his or her career ( Ragins, 2016 ; Weaver & Chelladurai, 1999 ). Mentoring relationships can emerge spontaneously or they can
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Matt Hoffmann, Todd Loughead, and Jeffrey Caron
Kathryn Dainty Davis
process. His role as a teacher, mentor, scientist, and conversationalist prepared him to address the biomechanical issues in over 500 cases during his consulting career, helping victims of many different types of accidents in their homes, at work, and during sporting activities receive the care and
Duane Knudson, Ting Liu, Dan Schmidt, and Heather Van Mullem
formal or informal mentoring by the department chair and senior faculty in research, teaching, and service ( Barrett, Mazerolle, & Rizzo, 2019 ; Olmstead, 1993 ). Mentoring programs for new non-tenure-line faculty may also be important; however, this article focuses solely on new tenure-track faculty
Matthew A. Grant, Gordon A. Bloom, and Jordan S. Lefebvre
-reflection, interactions with peer coaches, communities of practice, and mentoring ( Cushion, Armour, & Jones, 2003 ; He, Trudel, & Culver, 2018 ). In particular, mentoring is defined by the pillars of trust and respect ( Bloom, 2013 ), and is often cited as an effective means of acquiring knowledge and facilitating
Jennifer J. Waldron
professional growth, development, and success of the relational partners through the provision of career and psychosocial support” ( National Academies of Sciences, Engineering, and Medicine, 2019 , p. 2). Although there is great variability in individual mentoring relationships, many remain based on
Thomas M. Leeder, Kate Russell, and Lee C. Beaumont
situ ( Cushion, 2015 ). One method which may help to achieve this is mentoring, through enhancing critical thought and encouraging coaches to reflect upon the experiences and interactions they encounter. Mentoring has been heavily advocated within coaching as a means to harness the influential power of
Amy Baker, Mary A. Hums, Yoseph Mamo, and Damon P.S. Andrew
The importance of mentoring on the development of individual careers is often noted in various disciplines, particularly the business literature ( Chao, 1997 ; Fagenson-Eland, Marks, & Amendola, 1997 ; Ragins & Cotton, 1991 ; Raymond & Kannan, 2014 ; Young & Perrewé, 2004 ). Although the
Margie A. Weaver and Packianathan Chelladurai
Associate/Assistant athletic administrators from Division I (139 males, 123 females) and Division III (130 males, 123 females) universities of the NCAA responded to a questionnaire consisting of (a) items eliciting background information, (b) perceived and preferred mentoring functions measured by the Mentor Role Instrument (Ragins & McFarlin, 1990), (c) perceived barriers to mentoring measured by Perceived Barriers Scale (Ragins & Cotton, 1991), and a scale of satisfaction developed for the study. Factor analysis yielded three facets of satisfaction: Work Group, Extrinsic Rewards, and Intrinsic Rewards. The results of MÁNOVA showed that an equal proportion of males and females had experienced mentoring relationships, and mentored individuals were more satisfied with work than their non-mentored counterparts. Respondents from Division I received significantly higher salaries, and they were more satisfied with their extrinsic rewards than the respondents from Division III. Finally, correlational analyses showed positive but weak relationships between mentoring functions and the satisfaction facets.
Molly Hayes Sauder, Donna C. Grove, and Dexter Davis
to other students who did not volunteer. This may be accomplished through mentoring, which has been a part of the sport landscape for some time. In a traditional mentorship model, a more experienced individual trains and oversees a less experienced individual ( Kroll & McMillian-Roberts, 2021
Darlene Young
The purpose of the study was to identify and analyze mentoring and networking among selected male and female administrators employed by National Collegiate Athletic Association (NCAA) institutions. A random sample of 263 NCAA administrators (106 males, 157 females) participated in the study. Data were collected through a mail questionnaire and a follow-up interview, both developed by the researcher. Results indicate that NCAA administrators have mentoring relationships and participate actively in networking. The mentoring relationships and the networking utilized by these administrators included both formal and informal involvement. The results indicate that NCAA administrators perceive that having a mentor and actively networking assists in an individual’s personal and professional development.
