بررسی عوامل موثر بر رضایت منتی‌ها از جلسات منتورینگ؛ نادیده‌انگاری نقش خود
محورهای موضوعی : روش های نوین آموزش وتوسعه منابع انسانی
حامد حسینی ضرابی
1
*
,
مرتضی رضائی‌زاده
2
,
علی محمد رازقی
3
1 - استادیار گروه توسعه کارآفرینی، دانشکده کارآفرینی، دانشگاه تهران، تهران، ایران
2 - استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران.
3 - دانشجوی دکترای رفتار سازمانی، دانشکده مدیریت، دانشگاه خوارزمی، تهران، ایران.
کلید واژه: منتورینگ, ارزیابی اثربخشی, منتور, مسئولیت پذیری,
چکیده مقاله :
ارزیابی اثربخشی منتورینگ در سازمان‌ها به عنوان یک روش نیمه رسمی، شخصی‌سازی شده و گران قیمت همواره به عنوان یک چالش مطرح است. هدف پژوهش حاضر، شناسایی معیارها و عوامل موثر بر موفقیت جلسات منتورینگ سازمانی است. به همین منظور با مدیرانی که تجربه حضور در جلسات منتورینگ به عنوان منتی داشته‌اند مصاحبه شد. این مدیران از طریق نمونه‌گیری هدفمند گلوله‌برفی به عنوان نمونه پژوهش انتخاب شدند. ابزار پژوهش نیز مصاحبه نیمه‌ساختارمند و پدیدارشناسانه بود. برای مقبولیت و اعتبار پژوهش حاضر از روش خودبازبینی محققان و روش توافق درون‌موضوعی استفاده شد. پس از پیاده‌سازی مصاحبه‌ها، با روش تحلیل مضمون، کدگذاری صورت پذیرفت. بر اساس یافته‌‌های این پژوهش، هشت معیار شامل: تجربه حرفه‌ای منتور، تسلط موضوعی و تخصصی منتور، پرسشگری موثر، همدل بودن منتور، توجه به ویژگی‌های منتی، شفافیت در ارتباط بین منتور و منتی، قابل اعتماد بودن منتور، و کاربردی بودن راهکارهای منتور به عنوان عوامل موثر بر موفقیت منتورینگ سازمانی شناسایی و مورد بحث قرار گرفتند. از این معیارها می‌توان برای ارزیابی و ارتقای اثربخشی جلسات منتورینگ استفاده کرد. اما نکته مهم در این میان این بود که همه این عوامل مربوط به منتورها بودند و منتی‌ها هیچ عاملی مرتبط با خود برای اثربخشی فرایند منتورینگ در نظر نگرفتند.
Examination of mentoring effectiveness in organizations as a semi-formal, personalized, and costly has been constantly mention as a challenge. This study seeks to identify the criteria and factors affecting the success of organizational mentoring sessions. To this aim, the managers who had experience attending mentoring sessions as mentees were interviewed. These managers were selected through purposeful snowball sampling as the research sample and the research instrument included a semi-structured and phenomenological interview. In addition, researchers’ self-review and intercoder agreement were applied to confirm the acceptability and validity of the research. After conducting the interviews, coding was carried out using thematic analysis. According to the findings of this research, eight criteria including mentor's professional experience, the mentor's subject matter and expertise, effective questioning, the mentor's empathy, attention to the mentee's characteristics, transparency in the relationship between the mentor and mentee, the mentor's reliability, and the applicability of the mentor's solutions were identified and discussed as factors affecting the success of organizational mentoring. These criteria could ne applied for evaluating and enhancing the effectiveness of organizational mentoring sessions. However, the significant point was that all of these factors were related to the mentors, and the mentees did not consider any factors related to themselves for the effectiveness of the mentoring process.
1. Nour D. Where your work meets your life . Continuous Learning The Best Mentorships Help Both People Grow. Harv Bus Rev. 2022;
2. Sims C, Carter A, Moore De Peralta A. Do servant, transformational, transactional, and passive avoidant leadership styles influence mentoring competencies for faculty? A study of a gender equity leadership development program. Hum Resour Dev Q. 2021;32(1):55–75.
3. Grocutt A, Gulseren D, Weatherhead JG, Turner N. Can mentoring programmes develop leadership? Hum Resour Dev Int [Internet]. Routledge; 2022;25(4):404–14. Available from: https://doi.org/10.1080/13678868.2020.1850090
4. Roupnel S, Rinfret N, Grenier J. Leadership development: three programs that maximize learning over time. J Leadersh Educ. 2019;18(2).
5. Kouzes J, Posner B. The Leadership Challenge: How to Make Extraordinary Things Happen in Organizations. New Jersey: John Wiley & Sons; 2023.
6. Turner-moffatt BC. Strengthening Women in Leadership Roles. Am Soc Saf Eng. 2019;64(August):2017–20.
7. Murrell AJ, Blake-Beard S, Porter DM. The importance of peer mentoring, identity work and holding environments: A study of African American leadership development. Int J Environ Res Public Health. 2021;18(9).
8. Cheong CWS, Chia EWY, Tay KT, Chua WJ, Lee FQH, Koh EYH, et al. A systematic scoping review of ethical issues in mentoring in internal medicine, family medicine and academic medicine. Adv Heal Sci Educ [Internet]. Springer Netherlands; 2020;25(2):415–39. Available from: https://doi.org/10.1007/s10459-019-09934-0
9. Yarbrough C. Leveraging Coaching and Mentoring to Create More Effective Leaders. Res Rep. 2022;
10. Landry A, Lewiss RE. What Efficient Mentorship Looks Like. Harv Bus Rev. 2020;August:2–5.
11. Wang XH, Wei XN, Van Wart M, McCarthy A, Liu C, Kim S, et al. The role of E-leadership in ICT utilization: a project management perspective. Inf Technol Manag [Internet]. Springer US; 2023;24(2):99–113. Available from: https://doi.org/10.1007/s10799-021-00354-4
12. Banerjee-Batist R, Reio TG, Rocco TS. Mentoring Functions and Outcomes: An Integrative Literature Review of Sociocultural Factors and Individual Differences. Hum Resour Dev Rev. 2019;18(1):114–62.
13. Lleó A, Agholor D, Serrano N, Prieto-Sandoval V. A mentoring programme based on competency development at a Spanish university: an action research study. Eur J Eng Educ. 2018;43(5):706–24.
14. Dance A. What the best mentors do. Nature. 2020;
15. St-jean E, Management D De. Factors Leading to Satisfaction in a Mentoring Scheme for Novice Entrepreneurs. 2009;7(1):148–61.
16. Honsová P. How coachees perceive the coaching process: Evidence using narration and graphical illustration. Consult Psychol J Pract Res. 2021;73(2):145–62.
17. D’Abate CP, Eddy ER. Mentoring as a learning tool: Enhancing the effectiveness of an undergraduate business mentoring program. Mentor Tutoring Partnersh Learn. 2008;16(4):363–78.
18. Goldinger G, Nesher L. Mind the gap, factors that affect mentee’s satisfaction in a formal mentorship program with arbitrary matching. MedEdPublish. 2021;10(1):1–13.
19. Abdullah N, Mohamad A, Ramamoorthy J, Ismail A, Md Sham F. The role of career function, quality relationship on mentee’s job satisfaction: A moderating model approach. Ilkogr Online-Elementary Educ Online [Internet].2021;20(4):695–705. Available from: http://ilkogretim-online.org
20. Creswell JW. Educational Research. Doing Qualitative Research. 2011.
21. Braun V, Clarke V. Using thematic analysis in psychology Virginia. Foreign Affairs. 2006;91(5):1689–1699.
22. Saunders M, Lewis P, Thornhill A. Research methods for business students. Fifth edition. Harlow: Pearson Education; 2011.
23. Hunt I, Ryan A, hAodha MÓ, Rezaei-Zadeh M. Industry requirements, thesis-writing and the emergence of flexible educational programmes: Reflections on the university learner experience. Ind High Educ. 2022;36(3):319-333.
24. Barari N, Moeini A, Rezaei Zadeh M, Abbas Kasani H. Future teacher; change in roles and tasks in the digital environments based on the Connectivism theory. Technol Educ J (TEJ). 2017;11(2):161-170.
25. Barari N, Alami F, Rezaeizadah M, Khorasani A. Evaluating the Goals of High Levels of Learning in E-Learning Environments (Standards & Indicators). J Instr Eval. 2019;12(45):111-132.
26. Jashni Arani M, Mohammadi Elyasi G, Seidjavadin SR, Rezaei-Zadeh M. Identify the required competencies of managers for coaching in the power plant industry. Organ Cult Manag. [Year unavailable].
27. Mafi B, Mohammadi Elyasi G, Rezaezadeh M. The effects of coaching methods on entrepreneurial behavior of nascent entrepreneurs in accelerator centers. J Entrepreneurship Dev. 2020;13(1):81-100.
28. Rezaei-Zadeh M, O’Reilly J, Hogan M, Cleary B, Murphy E. Designing a specific tool for measuring students’ and tutors’ mutual expectations from each other in an e-learning platform. In: ICELW 2013 conference proceeding.
29. Notash H, Rezaei-Zadeh M, Elyasi GM, Talebi K. Identifying and Modelling Trustworthiness Competencies of Cluster Development Agents (CDAs). J Enterprising Cult. 2019;27(01):61-91.
30. Rajan R, Ganesan R. A critical analysis of John P. Kotter's change management framework. Asian J Res Bus Econ Manag. 2017;7(7):181-203.
31. Meeuwissen SN, Stalmeijer RE, Govaerts M. Multiple‐role mentoring: mentors’ conceptualisations, enactments and role conflicts. Med Educ. 2019;53(6):605-615.
32. Sheri K, Too JYJ, Chuah SEL, Toh YP, Mason S, Radha Krishna LK. A scoping review of mentor training programs in medicine between 1990 and 2017. Med Educ Online. 2019;24(1):1555435.
33. Fraina M, Hodge SR. Mentoring relationships among athletes, coaches, and athletic administrators: A literature review. J Study Sports Athletes Educ. 2020;14(2):140-164.
34. Chenari Z, Rezaei Zadeh M, Mohammadi Elyasi G, Bandali B. Identifying and explaining ways to improve the coaching process in managing organizational talent. Career Organ Counsel. 2021;12(45):177-200.
35. Ambrosetti A, Dekkers J. The interconnectedness of the roles of mentors and mentees in pre-service teacher education mentoring relationships. Aust J Teach Educ. 2010;35(6):42-55.
36. Oliver S, Duncan S. Looking through the Johari window. Res All. 2019;
37. RezaeiZadeh M, Hogan M, O’Reilly J, Cunningham J, Murphy E. Core entrepreneurial competencies and their interdependencies: insights from a study of Irish and Iranian entrepreneurs, university students and academics. Int Entrepreneurship Manag J. 2017;13:35-73.
