The SAGE Handbook of Mentoring
Publication Year: 2017
The SAGE Handbook of Mentoring provides a scholarly, comprehensive and critical overview of mentoring theory, research and practice across the world. A team of internationally renowned and emerging contributors map out the key historical and contemporary research, before considering modern case study examples and future directions for the field. The chapters are organised into four parts: Part One: The Landscape of Mentoring Part Two: The Practice of Mentoring Part Three: The Context of Mentoring Part Four: Case Studies of Mentoring Around the Globe
- Front Matter
- Subject Index
- Chapter 2: Philosophical Origins of Mentoring: The Critical Narrative Analysis
- Chapter 3: Critical Issues on Democracy and Mentoring in Education: A Debate in the Literature
- Chapter 4: Critical Issues in Mentoring Research
- Chapter 5: A Research Analysis of the Underpinnings, Practice, and Quality of Mentoring Programs and Relationships
- Chapter 6: Developmental Networks: Enhancing the Science and Practice of Mentoring
- Chapter 7: Ethical Considerations for Mentors: Toward a Mentoring Code of Ethics
- Chapter 8: New Horizons for Mentoring Research: Exploring the Present and Past to Frame the Future
- Chapter 9: The Effective Mentor, Mentee and Mentoring Relationship
- Chapter 10: The Mentoring Cycle
- Chapter 11: Working with Goals in Mentoring
- Chapter 12: Design of Effective Mentoring Programmes
- Chapter 13: A Case Study of the Operations and Perceived Attributes of Successful Multi-Country Mentoring Programmes
- Chapter 14: Organizational Contexts: Aligning Individual and Organizational Outcomes
- Chapter 15: Measuring the Effectiveness of Mentoring Programmes
- Chapter 16: The Role of the Mentoring Programme Co-ordinator
- Chapter 17: Supervision of Mentoring
- Chapter 18: Keeping Emotions IN It: Emotionally Intelligent Mentoring
- Chapter 19: Mentoring Disadvantaged Youth
- Chapter 20: Mentoring in Higher Education
- Chapter 21: The Terrors of Judgementoring and the Case for ONSIDE Mentoring for Early Career Teachers
- Chapter 22: Mentoring Newcomer Immigrants: Tactics of and Recommendations for Successful Mentors
- Chapter 23: Race, Gender and Mentoring in Higher Education
- Chapter 24: Mentoring Diverse Populations
- Chapter 25: Mentoring Executives at the Workplace: A View of Practice and Research
- Chapter 26: Early Career Faculty Mentoring: Career Cycles, Learning and Support
- Chapter 27: Mentoring in Educational Leadership for Organizational Transformation
- Chapter 28: Mentoring in the Military
- Chapter 29: An Historical Exploration of the Research and Practice of Familial Mentoring
- Chapter 30: eMentoring: Computer Mediated Career Development for the Future
- Chapter 31: Ubuntu and Transformational Mentoring in South Africa: 7 Principles of a Culturally Integrated Mentoring Response
- Chapter 32: E-mentoring Women in Resources: Lessons Learned from an Australian Programme
- Chapter 33: Mentoring Novice Teachers: An Online Experience in Brazil
- Chapter 34: Mowgli Foundation – Mentoring to Empower Entrepreneurial and Economic Development
- Chapter 35: Rhea Challenge Mentoring Learning Alliance Program for Female Entrepreneurs in Finland
- Chapter 36: Intercultural Relationships and Mentoring: The Italian Air Force on an Afghanistan NATO Training Mission, Shindand
- Chapter 37: The Virtual M¯aori Mentoring Programme, Massey Business School, New Zealand
- Chapter 38: Statoil Mentoring Program for Leaders in Projects
- Chapter 39: A Case Study of Mentoring in a Military Context
- Chapter 40: Sanofi Aventis Case Study, Poland
- Chapter 41: The WomenWinWin Mentoring Programme (WWWMP), Portugal
- Chapter 42: Youth Business International
- Chapter 43: Mentoring in Music and the City: A Comparison of Schemes for City Businesswomen and High-Performing Early-Career Professional Musicians
- Chapter 44: Mentoring Irish Rugby Players For Life After Rugby
- Chapter 45: Peer Mentoring: A Powerful Tool to Accelerate the Learning Experience
- Chapter 46: A Multi-country Mentoring Programme across Eurasia with Anadolu Efes
- Chapter 47: Mentoring Women in Canada’s Financial Sector
- Chapter 48: Coaching and Mentoring Doctors and Dentists – A Case Study
- Chapter 49: Swarovski Case Study
- Chapter 50: Mentoring across an Industry – the Recruitment Industry in Australia and New Zealand
- Chapter 51: Commonwealth of Australia Statutory Authority
- Chapter 52: UCLan, Centre for Volunteering and Community Leadership: Mentoring Practice
- Chapter 53: The Bacchus Mentoring Scheme: Enhancing the Alumni and Student Experience
- Chapter 54: How Might Mentoring Work? Starting to Lift the Lid on the Black Box
- Chapter 55: Crossing Thresholds Career-Mentoring Programme for Women in the UK Civil Service
- Chapter 56: A Self-managed Mentee-Led Mentoring Programme for Vodafone Turkey
SAGE Publications Ltd
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Editor: Susannah Trefgarne
Editorial Assistant: Matthew Oldfield
Production Editor: Rudrani Mukherjee
Copyeditor: Sunrise Setting Ltd.
Proofreader: Derek Markham
Indexer: Martin Hergeaves
Marketing Manager: Emma Turner
Cover Design: Wendy Scott
Typeset by Cenveo Publisher Services
Printed in the UK.
Editorial arrangement © David A. Clutterbuck, Frances Kochan, Laura Gail Lunsford, Nora Dominguez and Julie Haddock-Millar 2017
Chapter 1 © David A. Clutterbuck, Frances Kochan, Laura Gail Lunsford, Nora Dominguez and Julie Haddock-Millar 2017
Chapter 2 © Bob Garvey 2017
Chapter 3 © Carol A. Mullen 2017
Chapter 4 © Julie Haddock-Millar 2017
Chapter 5 © Nora Dominguez 2017
Chapter 6 © Jeffrey Yip and Kathy E. Kram 2017
Chapter 7 © W. Brad Johnson 2017
Chapter 8 © Beverly J. Irby, Jennifer Boswell, Nahed Abdelrahman, Rafael Lara-Alecio and Fuhui Tong 2017
Chapter 9 © Chandana Sanyal 2017
Chapter 10 © Julie Haddock-Millar 2017
Chapter 11 © David A. Clutterbuck and David Megginson 2017
Chapter 12 © Lis Merrick 2017
Chapter 13 © Sadhana Bhide 2017
Chapter 14 © Vicki L. Baker 2017
Chapter 15 © Eileen Murphy and Jane Lewes 2017
Chapter 16 © Terezia Koczka 2017
Chapter 17 © Rodney K. Goodyear, Tony Rousmaniere and Jeff Zimmerman 2017
Chapter 18 © Rose Opengart and Laura Bierema 2017
Chapter 19 © Stella S. Kanchewa, Sarah E.O. Schwartz and Jean E. Rhodes 2017
Chapter 20 © Laura Gail Lunsford, Gloria Crisp, Erin L. Dolan and Brad Wuetherick 2017
Chapter 21 © Andrew J. Hobson 2017
Chapter 22 © Roxanne B. Reeves 2017
Chapter 23 © Deirdre Cobb-Roberts, Talia Esnard, Ann Unterreiner, Vonzell Agosto, Zorka Karanxha, Makini Beck and Ke Wu 2017
Chapter 24 © Nora Dominguez and Faith Sears 2017
Chapter 25 © Kirsten M. Poulsen 2017
Chapter 26 © Vicki L. Baker and Aimee LaPointe Terosky 2017
Chapter 27 © Gary M. Crow and Margaret Grogan 2017
Chapter 28 © Diane M. Ryan and Jeffrey D. Peterson 2017
Chapter 29 © Donnel Nunes and Leslie Dashew 2017
Chapter 30 © Laura Bierema 2017
Chapter 31 © Hilary Geber and Moyra Keane 2017
Chapter 32 © Melissa Richardson 2017
Chapter 33 © Aline Maria de Medeiros Rodrigues Reali, Maria da Graça Nicoletti Mizukami and Regina Maria Simões Puccinelli Tancredi 2017
Chapter 34 © Kathleen Bury and Amanda Edwards 2017
Chapter 35 © Mikaela Nyström and Eeva-Liisa Heinaro 2017
Chapter 36 © Matteo Perchiazzi 2017
Chapter 37 © Vasudha B and Farah Palmer 2017
Chapter 38 © Jennybeth Ekeland and Åse Velure 2017
Chapter 39 © Wendy Baker and Warrant Officer Viti Flanagan 2017
Chapter 40 © Mariola Czechowska-Fraczak, Anna Jarzębska and Malgorzata Jastrzebska 2017
Chapter 41 © Ana Oliveira Pinto 2017
Chapter 42 © Hoang Anh Thi Le and Laura Rana 2017
Chapter 43 © Esther Cavett 2017
Chapter 44 © Paula King 2017
Chapter 45 © Mariano Ulanovsky and Patricia Pérez 2017
Chapter 46 © Tim Bright and David Megginson 2017
Chapter 47 © Joanne Leck and Catherine Mossop 2017
Chapter 48 © Rebecca Viney and Denise Harris 2017
Chapter 49 © Emily Cosgrove and Petra Lockhart 2017
Chapter 50 © Vanessa Fudge and Akram Sabbagh 2017
Chapter 51 © Anna Blackman 2017
Chapter 52 © Ridwanah Gurjee 2017
Chapter 53 © Judie Gannon 2017
Chapter 54 © Sally Lawson 2017
Chapter 55 © Fiona McInnes-Craig 2017
Chapter 56 © Tim Bright 2017
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Library of Congress Control Number: 2017930948
British Library Cataloguing in Publication data
A catalogue record for this book is available from the British Library
List of Figures[Page xi]
- I.1 The developmental conversation 6
- 6.1 Differences in network density 94
- 6.2 Levels of analysis in mentoring research 99
- 12.1 Differences between sponsorship and developmental mentoring 186
- 12.2 The Talent Mentoring Wheel 188
- 12.3 Characteristic approaches to executive mentoring by country 189
- 12.4 Comparison of stepped approaches to designing a mentoring programme 189
- 12.5 A schema for mentor development and supervision 193
- 15.1 Stakeholders’ group 229
- 15.2 Logic Model 233
- 15.3 Evaluation Model 235
- 15.4 The new world Kirkpatrick Model 235
- 15.5 Investors in people framework 242
- 16.1 Phase 1 Striving for mentoring 249
- 16.2 Phases 2 and 3 Preparation and design of the proposal 250
- 16.3 Phases 4 and 5 Implementation and evaluation of the mentoring programme 252
- 17.1 Supervision’s proximal and distal effects 262
- 19.1 Model of Change 304
- 22.1 Proposed model for describing multiple meanings conferred on the term inter-cultural mentoring 360
- 25.1 Career transition points 408
- 25.2 Evolution/foci of mentoring definitions 409
- 25.3 Situational mentoring – the mentor’s many roles 417
- 33.1 CTLE themes developed by Novice Teachers I and A assisted by Mentor MI 515
- 34.1 The three critical stages of an entrepreneur’s journey when they need a mentor 522
- 35.1 A kick-off with all mentors and mentees was held in March and a mid-review in October. A workshop related to time and stress management was held in December; and a closing evaluation and feedback session was held in April 2016, when the one-year program came to an end 528
- 35.2 Different roles of the mentor 529
- 36.1 Afghan Army mentee by ethnicity 533
- 36.2 Constraints of mentoring relationship 534
- 36.3 Strengths of mentoring relationship 534
- 36.4 Details of military ethics and values in mentoring relationships 535
- 36.5 Details of values shown in mentoring relationships in the categories ‘military ethics’ and ‘culture’ 536
- 36.6 Details of values shown in mentoring relationships in the categories ‘religion’ and ‘relationship’ 537
- 40.1 First edition of the Mentoring Program – the project flow 556
- 40.2 Testimonials of the mentee – after closing the first edition of the Mentoring Program 558
- 40.3 Testimonials of the mentors – after closing the first edition of the Mentoring Program 559
List of Tables[Page xii]
- 2.1 Underpinning philosophies 30
- 3.1 Primary mentoring tensions in the scholarly literature 37
- 6.1 Example of a name generator 90
- 6.2 Example of name interpreter questions 91
- 6.3 Example of a matrix 92
- 8.1 Methods employed 121
- 13.1 Industry grouping (survey options) 204
- 15.1 Evaluation plan: output indicators 238
- 15.2 Evaluation plan: outcome indicators 239
- 15.3 EMCC competence framework 242
- 18.1 Three streams of definitions of Emotional Intelligence 276
- 18.2 Four-point perspective of Emotional Intelligence (EI) 277
- 18.3 Low and high EIM and their impact on the mentoring relationship 283
- 18.4 Emotional intelligence and mentoring relational skills matrix 284
- 20.1 Purpose, types, and outcomes of mentoring for undergraduates, graduate students, and faculty members 327
- 21.1 The five empirical research projects examined 337
- 21.2 ONSIDE Mentoring 349
- 23.1 Articles reviewed for meta-synthesis 383
- 29.1 Representation of categories in literature search 472
- 30.1 Comparing tMentoring and eMentoring 488
- 30.2 Virtual mentoring process models 492
- 31.1 Contrasting worldview perspectives 504
- 33.1 TLE themes developed by Novice Teachers I and A assisted by Mentor MI 515
- 33.2 Phases/steps of the Teaching and Learning Experiences (TLE) conducted by the novice with the mentors’ supervision 518
- 40.1 Data gathered at the end of the mentoring programme 557
- 50.1 PEARL mentoring-programme participants 607
- 50.2 PEARL Programme 2015 – mentee feedback on programme impact 608
- 50.3 PEARL Programme 2015 – mentor feedback on programme impact 609
- 51.1 Implementation process 612
- 51.2 Coachee expectations 613
Notes on the Editors and Contributors[Page xiii]The Editors
David A. Clutterbuck is visiting professor at four UK universities and co-founder of the European Mentoring and Coaching Council, for which he is now special ambassador. Author, co-author or editor of 65 books, he leads a global community of trainer-consultants in mentoring and in team coaching, Coaching and Mentoring International. His book Coaching the Team at Work (2007) was the first to offer an evidence-based exploration of the subject, and he continues an active programme of research into both theory and good practice in this area.
Frances Kochan is a Wayne T. Smith Distinguished Professor, Emerita, at Auburn University, Al. She is series editor for Perspectives in Mentoring published by Information Age Press. She has written, edited or co-edited over 75 publications on the topic. Her research focuses on establishing and assessing mentoring relationships and programs, and on the cultural aspects that must be considered in the mentoring process. She served on the Board of the International Mentoring Association and as secretary and as chair of the Mentoring and Mentorship Special Interest Group of the American Education Research Association.
Laura Gail Lunsford is the Director of the Swain Center in the Cameron School of Business at UNC Wilmington. Previously, she was a tenured associate professor in psychology at the University of Arizona. Her scholarly interests focus on mentoring and leadership. She authored the Handbook for Managing Mentoring Programs and has published over 30 peer-reviewed articles, case studies and chapters on toxic leadership, leadership development, mentorship dysfunction, and optimizing mentoring relationships. Her work has appeared in journals such as Mentoring & Tutoring, Journal of Higher Education Policy and Management, and To Improve the Academy. She has presented at conferences sponsored by the European Mentoring and Coaching Council, American Psychological Association, Association for Psychological Science, American Educational Research Association, among others. The Department of Education, National Science Foundation, and the LUCE Foundation has funded her work. She was honoured with the 2009 International Mentoring Association's Dissertation Award.
Nora Dominguez is Director of the Mentoring Institute at the University of New Mexico (UNM), a professional consultant for the Office of Diversity at the Health Science Center at UNM (HSC-UNM), and President of the International Mentoring Association (IMA). Domínguez earned her bachelor degree in Accounting from the National Autonomous University of Mexico (UNAM), her MBA from the Autonomous Technological Institute of [Page xiv]Mexico (ITAM) and her PhD in Organizational Learning and Instructional Technologies from the University of New Mexico (UNM). Nora has more than 25 years of experience developing and implementing financial and organizational learning strategies, holding educational and management positions in banking and higher education institutions, and providing consulting and program evaluation services both in the United States and Mexico. She is member of several boards, including the International Standards for Mentoring Programmes in Employment (UK) and the Diversity Leadership Council (NM). Domínguez is also member of the Editorial Board for the International Journal for Mentoring and Coaching (Emerald, UK) and the Student Learning through Mentored Scholarship Journal (Sage, US); co-author of the book Mentoring: Perspectivas Teóricas y Prácticas (2010), and Editor of nine Mentoring Institute's Annual Conference Proceedings.
Julie Haddock-Millar is Associate Professor (Practice) of Human Resource Management and Development at Middlesex University Business School. She is a Visiting Professor at the International University of Monaco, teaching on the Executive MBA programme. Julie is a Senior Teaching Fellow with the Higher Education Academy, Chartered Member of the Chartered Institute of Personnel and Development and Advisory Member for the Harvard Business Review. She leads on the development of International Standards in Mentoring and Coaching Programmes (ISMCP) with the European Mentoring and Coaching Council. Her scholarly interests focus on mentoring, career transitions, professional development and Green Human Resource Management. Julie has acted as Principal Investigating Officer for a number of high profile mentoring programmes, including the UK Cabinet Office and First Division Association developmental mentoring programme, addressing diversity and educational transitions. She is currently Principal Investigating Officer for a global mentoring entrepreneurship research project, partnering with Youth Business International.The Contributors
Nahed Abdelrahman is a third-year doctoral student in Public School Administration at the Department of Educational Administration and Human Resources. In 2011, she received her Masters in Public Affairs from Lyndon Baines Johnson School of Public Affairs in the University of Texas at Austin. Her research interests center on education policy and principal preparation. She was selected as a Barbara Jackson Scholar from (2015–2017). She authored and co-authored several publications related to education policy such as Arab Spring and Teacher Professional Development in Egypt, A Website Analysis of Mentoring Programs for Latina Faculty at the 25 Top-Ranked National Universities, Women and STEM: A Systematic Literature Review of Dissertation in Two Decades (1994–2014). She presented her research in conferences including in American Educational Research Association (AERA), University Council for Educational Administration (UCEA), Research on Women and Education (RWE), The Universality of Global Education Issues Conference. She plays leadership roles in higher education as she serves as the president of Graduate Representative Advisory Board and a committee member in two committees of the Graduate and Professional Student Council at Texas A&M University: Award Committee and Graduate Appeals Panel. She currently serves as the Assistant Editor of the Mentoring and Tutoring Journal, Advancing Women in Leadership, and Dual Language Research and Practice.[Page xv]
Vonzell Agosto is Associate Professor at the University of South Florida. Her research focuses on educator preparation, curriculum leadership, and anti-oppressive education. She has published in journals such as the Journal of School Leadership, Teachers College Record, and Race, Ethnicity and Education.
Vicki L. Baker is Associate Professor of Economics and Management at Albion College. Her research interests include doctoral education and the doctoral student experience, developmental networks, mentoring, the professoriate, faculty development, and liberal arts colleges. She earned her BS in Safety Engineering from the Indiana University of Pennsylvania; MBA from the Clarion University of Pennsylvania, and an MS in Management and Organisations and PhD in Higher Education from the Pennsylvania State University. Prior to joining the faculty at Albion College, Vicki was an instructor of Management and Organization at the Smeal College of Business. She also currently teaches for Penn State's World Campus undergraduate Business Administration programme.
Wendy Baker is a Director of the New Zealand Coaching & Mentoring Centre. She works with organisations in NZ, Australia and the Pacific who want to be more strategic in how they link mentoring and coaching to organisational objectives or business needs. Her professional background spans academia and business. She has successfully run mentoring programmes in a range of organisations and has continuing research interests in taking a coaching approach to feedback conversations. Wendy enjoys working with mentoring and coaching as positive interventions for supporting people to be the best they can be.
Makini Beck is Research Associate at the Rochester Institute of Technology. Her scholarship centers on mentoring women of color in academia as well as understanding the teaching practices and experiences of international teachers in urban schools. She has published her work in handbook chapters and peer reviewed journals such as Mentoring & Tutoring: Partnership in Learning, and NASPA Journal about Women in Higher Education.
Sadhana Bhide is the Global Head of the Barclays Alumni Programme at Barclays Bank plc. Her broad HR experience includes HR partner and change management roles in broadcast media, retail distribution and the financial service industries. She has worked in London, Paris and Tanzania. Sadhana graduated from Queen Mary, London, with a BSc (Hons) in Genetics, followed by postgraduate study in Human Resources Management at the University of the West of England, Bristol. Her dissertation on mentoring schemes at British Aerospace, provided Sadhana with her first opportunity to meet and collaborate with David Clutterbuck. Sadhana is passionate about international mentoring as a means to support multi-country working, especially in today's organisational environment where teams operate across virtual and real boundaries.Vasudha B has worked in a variety of general management roles in the publishing and healthcare industries before moving to New Zealand to pursue a PhD in the School of Management, College of Business, Massey University. Her research interest is in the area of women and leadership and her PhD focuses on the experiences of workplace sponsoring among women in New Zealand. She has helped to deliver a Young Women in Leadership Programme at Massey for Year 12 female students in the Manawat¯u region and is a co-facilitator for the Strengths@Massey programme for new students at Massey University, Palmerston North.[Page xvi]
Laura Bierema is Associate Dean and Professor, University of Georgia, College of Education, program of Learning, Leadership, and Organization Development. Dr. Bierema's research interests include workplace learning, career development, women's development, organization development, executive coaching, leadership, and critical human resource development. Dr. Bierema holds both bachelors and masters degrees from Michigan State University and a doctorate in adult education from the University of Georgia. She has published over 50 articles and six books. Dr. Bierema is a Cyril O. Houle Scholar in Adult and Continuing Education and Lilly Fellow. She is the recipient of the Richard A. Swanson Excellence in Research Award and four Academy of Human Resource Development's ‘Cutting Edge’ Awards. She is the 2009 recipient of the Highly Commended Award by the Emerald Literati Network Awards for Excellence; 2012 winner of the University of Georgia College of Education Russell H. Yeany, Jr. Research Award; 2012 recipient of the Sherpa Trailblazer of the Year Award in recognition of innovation application of the Sherpa Coaching Process; 2013 winner of the Academy of Human Resource Development's Outstanding Scholar Award; 2014 winner of the Academy of Human Resource Development's Book of the Year; and 2015 winner of the University, Professional, and Continuing Education Association Phillip E. Frandson Award for Literature.
Anna Blackman is Senior Lecturer for James Cook University in their College of Business, Law and Governance. She is the Course Co-ordinator for the Graduate Certificate in Australian Rural Leadership for the Australian Rural Leadership Foundation and is a Fellow and a Queensland Councillor for the Australian Human Resources Institute. Dr Anna Blackman's areas of expertise include business coaching effectiveness, Human Resource Management, Business Management and Wellbeing. She is specifically interested in building capacity with regional and rural businesses. Dr Blackman has worked in small business management for approximately eight years in Australia and has worked for a large multinational corporation in the UK.
Jennifer Boswell is Assistant Professor at the University of Houston-Victoria. She has served as the Assistant Editor of the Mentoring and Tutoring Journal: Partnership in Learning for six years and as the Assistant Editor of the Advancing Women in Leadership Journal for seven years. She also served as the Editor of the Michigan Journal of Counseling: Research, Theory, and Practice (Michigan Counseling Association). She earned her PhD in Counselor Education from Sam Houston State University. In her work, she practices mentoring techniques and teaches such. Her current research focuses on the mentoring needs of women in counselor education programs. Dr Boswell is a published author with an average of three papers per year and has made numerous presentations at state, national and international mental health conferences.
Tim Bright has over 25 years of management and consulting experience having lived and worked in the UK, Turkey, the USA, the Middle East and across Europe and Asia. He is a partner with OneWorld Consulting, based in Istanbul, and works with clients at all stages of the executive talent lifecycle. He delivers executive search projects, works as an executive coach, designs and supports in-company mentoring programmes and works with top leadership teams to help them become even more effective. OneWorld Consulting also provides customised outplacement. He has worked on the ground in over 20 countries and uses his diverse experience to add value to his clients. Tim began working as an executive coach in 1997, specialising in coaching senior executives and leadership teams, with the aim of [Page xvii]raising their levels of awareness, and providing challenge and support as they reflect, achieving real behavioural change and improving results. He has designed and supported mentoring programmes with a number of clients in Turkey and internationally. Tim's clients include Adidas, Anadolu Group, Coca-Cola, Henkel, Microsoft, Sabanci Group, Siemens and Vodafone.
Kathleen Bury is the Chief Executive Officer for the Mowgli Foundation, an international and award-winning mentoring organisation, including the EMCC European Quality Award for their core program syllabus. Kathleen is a ‘global nomad', having lived in the Middle East, Africa, Europe, UK, US and now Kenya. She has over 16 years of multicultural, start up and growth, for-profit and not-for-profit experience. She is a member of the Entrepreneurs Organisation East Africa Chapter and Global Philanthropists Circle. Her experience includes executive leadership, mentoring, coaching, stakeholder management, management consulting, market analysis, communications/marketing, knowledge management, process design, event management and writing. She holds a BA (Hons) degree in Business and Quality Management from the Nottingham Trent Business School and has participated in executive education courses at Wharton Business School, Columbia Business School, New York University Stern (NYU Stern) and INSEAD. When not working, Kathleen loves visiting her adopted elephants in Kenya and taking every opportunity to enjoy the African/safari plains.
Esther Cavett is an Executive and Career Coach and is a Senior Research Fellow at King's College, London. Trained in psychological coaching, she was previously a senior partner in a large City law firm and a professional musician. She has coached in private practice and with various coaching and counselling organisations, working with people in occupations ranging from business and law to education, charity and the arts. She writes regularly on diversity and coaching-related topics and has a special interest in the transfer of skills from one area of expertise to another.
Deirdre Cobb-Roberts is Associate Professor at the University of South Florida. Her research focuses on issues of equity and treatment in the history of American higher education, teacher preparation, and the role of social justice in education. She has a co-edited book and has published in several journals including the History of Education Quarterly and the Journal of Teacher Education.
Emily Cosgrove, co-founder of The Conversation Space, has worked with organisations, teams and individuals on a national and international level for 20 years. Her interest in powerful conversations began when she won young Business Person of the Year for mentoring in her first business. Through her experience of setting up and supporting innovative mentoring and leadership programmes in over 50 organisations, she has worked with thousands of mentors and coaches to bring learning conversations to life. Emily is a contributor to journals including Coaching at Work, Training Journal and her recent research won the Roffey Park/HR Magazine research competition. She has a specific interest and writes regularly on the internal mentoring space. She is a qualified Executive Coach-Mentor, Internal Mentoring Special Advisor to the Association of Coaching Supervisors and an active member of the EMCC. When not working, Emily can often be found recharging her batteries at Kenwood Ladies pond, swimming outdoors throughout the year.[Page xviii]
Gloria Crisp is an Associate Professor at Oregon State University and Co-Editor of New Directions for Institutional Research (NDIR). Her scholarship seeks to identify factors that promote academic success for students who attend community colleges and four-year broad access institutions. To date, her work has focused on developing a mentoring framework to explain how students who attend broad access institutions experience and receive various forms of mentoring support. Her survey instrument, the College Student Mentoring Scale (CSMS), is currently being used at institutions across the country and abroad to evaluate the effectiveness of mentoring relationships. Gloria's scholarship also explores other behaviors and experiences that support student success at accessible institutions, including co-enrolling at multiple institutions and enrolling in developmental education courses. She has a particular interest in work to understand and support the college experiences of Latina/o students and students attending Hispanic Serving Institutions (HSIs).
Gary M. Crow is Professor in the Department of Educational Leadership and Policy Studies and Executive Associate Dean of the School of Education at Indiana University (USA). His PhD is from the University of Chicago. He has also taught at Bank Street College, Louisiana State University, University of Utah, and Florida State University. He has also been a visiting faculty member at the University of Reading (England) and the University of Otago (New Zealand). His research interests include school leadership and school reform, leadership development and professional identities. Crow is currently conducting research on successful school principals and professional identities of school leaders in reform contexts. His most recent book is The Principalship: New roles in a professional learning community (with Matthews, published by Allyn and Bacon). He is also a co-editor of the International Handbook on the Preparation and Development of School Leaders (2008) and the Handbook of Research on the Education of School Leaders (2009). Articles authored by Crow have appeared in Educational Administration Quarterly, Educational Management, Administration and Leadership (UK), Journal of Educational Administration (Australia), and Journal of School Leadership. Crow is a past president of the University Council for Educational Administration and founding editor of the Journal of Cases in Educational Leadership. He is also a recipient of the Roald Campbell Lifetime Achievement Award presented by the University Council for Educational Administration.
Mariola Czechowska-Fraczak is an executive coach, mentor and leadership advisor who brings almost 20 years of practical leadership and business experience from corporate environments in Eastern Europe. Her areas of expertise are leadership issues (around building high performing, emotionally intelligent teams); alignment and maintaining commitment along mission, vision, goals and values; and developing leaders as mentors. She is now the Founder and Managing Partner of Mind Partners – European Mentors and Coaches’ Group. Prior to starting her independent career Mariola spent many years in corporate-management functions – general manager at Berthelsmann Music Group, Deputy Director for Young and Rubicam, and Deputy Director for Polish Television's Advertising Department. She also worked with White House representatives for the speech of two presidents (Polish and American) on the occasion of Polish access to NATO.
Leslie Dashew has worked with family businesses for over 30 years and is a pioneer in understanding and helping them to be harmonious and profitable. She is the managing partner of the Aspen Family Business Group, an internationally recognised advisor to families in business [Page xix]and has been recognised by her peers in the Family Firm Institute for her contributions to the field with one of their highest honours, The Richard Beckhard Award. Leslie has co-authored four books in the field including the most recent The Keys to Success in Family Business.
Erin L. Dolan is the Georgia Athletic Association Professor in Innovative Science Education in the Biochemistry & Molecular Biology Department at the University of Georgia. She teaches introductory biology and biochemistry, and her research group studies scalable ways of engaging students in science research and mentoring of undergraduate researchers in the life sciences. She has designed and led a wide range of professional development on active learning and mentoring, including intensive sessions for faculty to develop course-based undergraduate research experiences. She is principal investigator principal investigator or co-investigator on more than $6 million in grants, including one for CUREnet (http://curenet.cns.utexas.edu/), a network of people and programs integrating research experiences into undergraduate courses. She is also Editor-in-Chief of the leading biology education journal, CBE - Life Sciences Education (http://www.lifescied.org/).
Amanda Edwards is the Chief Operating Officer at the Mowgli Foundation. Amanda joined the Mowgli team after working for more than a decade in the corporate sector with Lloyds Banking Group where she gained commercial, project and operational experience across many leadership roles. During this time she led numerous strategic pieces of work for the Bank. This included leading on the commercial aspects of the launch of a new online comparison site, an unusually entrepreneurial venture for the organisation, where she negotiated contract and commercial deals with 52 insurers. She was also pivotal in the smooth transition of the merging of several functions during the Lloyds acquisition of HBOS group, leading on the restructuring of the sales and marketing functions within the group's insurance business, transitioning over 450 colleagues through a restructuring process. She is an experienced leader, mentor and coach, having led large operational areas, smaller specialist teams, cross location teams and multi-cultural teams. Within Mowgli, she has most recently led on the development of a strategy and design model for the replication of Mowgli's program and impact through the creation of a franchising network, a project critical to Mowgli's sustainability and scalability.
Jennybeth Ekeland is Senior Consultant and Program Director, responsible for professional mentoring, at AFF at NHH Norwegian School of Economics. She qualified as an Educational Psychologist at the University of Oslo and as Advanced Organizational Consultant at the Tavistock Institute, UK. She has more than 25 years of experience in organisational and leadership development. She currently works in executive mentoring and coaching, management, leadership and organisational development. Jennybeth is also author of the book Mentoring. Lærende allianser i ledelse (2014), and she is co-founder and vice-president of EMCC Norway.
Talia Esnard is Lecturer at the University of the West Indies. Her research interests include educational leadership, mentoring and networks, as well as female entrepreneurship in the context of the Caribbean. Her work has been published in several journals including the Journal of Asian Academy and Management, Journal of Higher Education and Practice, Caribbean Curriculum, and the Journal of Educational Administration and History.
Warrant Officer Viti Flanagan is an aircraft technician who was in the Royal New Zealand Air Force for 24 years. Viti was one of the first women in the engineering fields in the RNZAF [Page xx]and has featured in two books on women in aviation and been quoted in the New Zealand parliament. Viti now works as an active reservist managing the RNZAF's mentoring programme. As an active reservist, Viti researched and wrote the accreditation documents for the RNZAF's successful submission to the ISMPE in 2014. Viti is of Fijian, NZ Maori and European background and is married with two teenage sons. When not working as an active reservist, Viti runs her technical writing company.
Vanessa Fudge is a founder of coaching and consulting firm LeadingWell, a partner with AltusQ, a non-executive Director of MINDD.org and a member of the European Coaching and Mentoring Council. Vanessa was recently the author and lecturer in the Sydney Business School ‘Applied Coaching Skills’ Masters of Business Coaching degree. Vanessa trains and supervisors coaches to EMCC standards. Vanessa is a registered Psychologist specialising in leadership coaching, mentoring program facilitation and organisational system dynamics; an Accredited Certified Meta Coach (ACMC) through the Institute of Neuro-Semantics; Organisational Development Resources (ODR) Practitioner and Train the Trainer; Certified Leadership Circle 360 Assessment coach, holds a Certificate IV in Workplace Training and a Bachelor of Science (Honours) Psychology from the University of New South Wales.
Judie Gannon is a Senior Lecturer in the International Centre for Coaching and Mentoring Studies (ICCaMS) at Oxford Brookes University. Originally a manager in the international hotel industry, Judie joined academia in 1994 after completing an MA in Industrial Relations (Warwick University). Her PhD (Oxford Brookes University 2007) explored the resourcing and development of managers in international hotel companies. She also completed a PG Cert in Coaching and Mentoring during this time and has supervised students on the Doctorate in Coaching & Mentoring over the last 7 years. Until 2015 Judie taught and researched in the Oxford School of Hospitality Management at Oxford Brookes University and developed and supported several mentoring schemes across different sectors and settings. Judie has written and presented academic and practitioner papers in the areas of international human resource management, management development, coaching and mentoring. She reviews for several high profile academic journals, is a member of the EMCC and CIPD, and serves on the editorial board of the International Journal of Evidence Based Coaching & Mentoring.
Bob Garvey is Visiting Professor at Sheffield Business School. He is one of Europe's leading academic practitioners in coaching and mentoring. Described as a ‘thought leader', Bob offers a critical perspective on many aspects of coaching and mentoring practice. He has an impressive record of research, teaching and consultancy in a range of different national and international organisations and is in demand as a lively and sometimes controversial keynote speaker. He is widely published, particularly in the area of coaching and mentoring, and he is a Fellow of the Royal Society of Arts and a Fellow of the Higher Education Academy.
Hilary Geber (PhD, University of the Witwatersrand, Johannesburg) is an industrial and organisational psychologist and a qualified Results coach. She owns the mentoring and coaching consultancy Mentorfundi. She worked as an academic at the University of the Witwatersrand, Johannesburg in the Centre for Learning, Teaching and Development. She was also Programme Director of the Masters in Business and Executive Coaching at the Wits Business School and [Page xxi]is a member of their College of Coaches. She has published extensively on cross-cultural and diversity mentoring in post-Apartheid South Africa. She is a member of the editorial board of the International Journal of Evidence Based Coaching and Mentoring.
Rodney K. Goodyear (PhD, University of Illinois at Urbana-Champaign) is a Professor at the University of Redlands as well as Emeritus Professor of Counseling Psychology, University of Southern California and was the 2015 President of the Society for the Advancement of Psychotherapy. A major theme of his scholarship has been supervision and training of counselors and psychologists. His book with Janine Bernard (Fundamentals of Clinical Supervision) is in its fifth edition and is arguably the most used supervision book in world. He was a member of the American Psychological Association's task group that developed the Association's supervision guidelines; and he received the American Psychological Association's 2015 award for Distinguished Lifetime Contributions to Education and Training.
Margaret Grogan is Dean of the College of Educational Studies, Chapman University, California. Originally from Australia, she received a Bachelor of Arts degree in Ancient History and Japanese Language from the University of Queensland. She taught high school in Australia, and was a teacher and an administrator at the International School of the Sacred Heart, Tokyo, where she lived for 17 years. After graduating from Washington State University with a PhD in Educational Administration, she taught educational leadership and policy at the University of Virginia and at the University of Missouri-Columbia and mentored many aspiring leaders. Among the various leadership positions she has held at her institutions and professional organisations, she served as Dean of the School of Educational Studies at Claremont Graduate University from 2008–12, Chair of the Department of Educational Leadership and Policy Analysis at the University of Missouri-Columbia, 2002–8, and President of the University Council for Educational Administration in 2003–4. She has also published many articles and chapters and has authored, co-authored or edited six books, including Women and Educational Leadership (with Charol Shakeshaft, 2011). Her current research focuses on women in leadership, gender and education, the moral and ethical dimensions of leadership, and leadership for social justice.
Ridwanah Gurjee is Senior Lecturer at the University of Central Lancashire (UCLan). Since 2001, she has taken a core role in co-ordinating the volunteering programme at the university and has been involved in developing the Community Leadership programme at Foundation, BA and Masters levels. Ridwanah has developed mentoring projects locally throughout the UK and, most recently, internationally, with UCLan Students and young people from the Agadir Orphanage Centre in Morocco. She is also part of the Lancashire Education Authority Governing Body for Deepdale Community Primary School and Preston Muslim Girls High School. She is on the Board of Directors for the International Mentoring Association, USA and Fellow of the Higher Education Academy. Ridwanah's research in mentoring stems from her values and purpose to make a difference in the lives of others.
Denise Harris has over 30 years’ experience of working in the NHS. She originally qualified as an Occupational Therapist but has more recently worked within leadership development roles. Denise qualified as a Coach in 2008 and as a Coach Supervisor in 2010. She has a particular interest in coaching and mentoring within the NHS and how these can be used to support, enable and develop staff. She is also interested in the impact that a coaching approach can have on the effectiveness of clinical interventions. Denise is currently [Page xxii]undertaking a PhD and is investigating the understanding, use and development of supervision in a health care organisation.
Eeva-Liisa Heinaro is currently Sales Director, Paper ENA, Finland and Scandinavia for UPM-Kymmene Oy, one of the biggest paper producers globally. She has extensive experience in business-to-business sales and strategic sales development. She was chairperson for Gaia Network 2012–15. During this time Rhea Challenge Mentoring program was developed at her initiative. She continues to run Rhea Challenge program, which will go into a new round in Fall 2016.
Andrew J. Hobson is Professor of Teacher Learning and Development and Head of Education Research at the University of Brighton, UK. He was previously Research Professor in Education at Sheffield Hallam University and has also been employed at the Universities of Nottingham and Leeds, the National Foundation for Educational Research, and as a teacher, middle leader and mentor in secondary and post-compulsory education. His research has focused on the nature and impact of support for the professional learning and development of teachers, and early career teachers in particular. He has particular interests in mentoring and teacher well-being, and is Editor-in-Chief of the International Journal of Mentoring and Coaching in Education. Professor Hobson coined the term ‘judgementoring’ (Hobson & Malderez, 2013; Hobson, 2016) and developed the ONSIDE Mentoring framework (Hobson, 2016), both of which are discussed in Chapter 21 of this volume.
Beverly J. Irby, Professor, Program Chair, and Associate Department Head for Educational Administration and Human Resource Development, College of Education and Human Development at Texas A&M University, is the Director of the Educational Leadership Research Center. Her primary research interests center on issues of social responsibility, including bilingual and English-as-a-second-language education, administrative structures, curriculum, and instructional strategies. She is the author of more than 200 refereed articles, chapters, books, and curricular materials for Spanish-speaking children. She has had in excess of $20,000,000 in grants. She was awarded, in 2009, the Texas State University System – Regent's Professor. Dr Irby has extensive experience working with undergraduate students for more than 25 years, and many of these students, including first-generation college students, ethnic minorities, and the economically disadvantaged, have obtained doctorates and received research/teaching awards under her mentorship. Dr Irby is the editor of the Mentoring and Tutoring journal.
Anna Jarzębska is a Recruitment Manager and Mentoring Program Coordinator at Sanofi Poland and an accomplished HR professional with over 17 years of experience in the different sectors. She is responsible for implementing recruitment standards and strategies that enable Sanofi Poland to recruit a high-performing and motivated workforce. Anna specialises in recruiting (education of hiring managers, providing the recruitment processes), development (mentoring) and employer branding. Anna has served as the Development Senior Specialist and HR Coordinator for the Volkswagen Bank in Poland and Volkswagen Bank GmbH in Germany. In these capacities, Anna was responsible for talent management, implementing international-development programs, creating AC standards employer branding and recruitment. Anna holds a MA in Psychology from SWPS University in Warsaw (Poland). She is a certified coach (ICC) and mentor (Mind Partners).[Page xxiii]
Malgorzata Jastrzebska is Director of HR&Admin in Sanofi Group Poland for 11 years. Professional with 25 years of experience in HR, combining perspective from consulting (CE Trust, E&Y) and business from different sectors (IFF Corp, PepsiCo, Coca-Cola, Sanofi). In Sanofi responsible for HR strategy for Poland, aligned with corporate HR strategy, personnel policy, building human capital and leadership capabilities to create Sanofi competitiveness. As Administration Head, assuring best possible work conditions, supervising facilities, car fleet and safety. She is leading whole HR function in Sanofi Group – Sanofi, Sanofi Pasteur, Sanofi-Genzyme up to Merial and Nepentes, as well as different activities – commercial operations and industrial affairs. She holds a MA in Psychology From Warsaw University (Poland) and is a certified coach (International Coach Federation) and Mentor (Mentors’ Academy of Mind Partners).
W. Brad Johnson is Professor of Psychology in the Department of Leadership, Ethics and Law at the United States Naval Academy, and a Faculty Associate in the Graduate School of Education at Johns Hopkins University. A clinical psychologist and former Lieutenant Commander in the Navy's Medical Service Corps, Dr Johnson served as a psychologist at Bethesda Naval Hospital and the Medical Clinic at Pearl Harbor, where he was the division head for psychology. He is a fellow of the American Psychological Association and recipient of the Johns Hopkins University Teaching Excellence Award. Dr Johnson is the author of numerous publications, including 13 books, in the areas of mentoring, professional ethics, and counseling. His most recent books include Athena Rising: How and Why Men Should Mentor Women (2016, with David Smith), On Being a Mentor (2015), and The Elements of Mentoring (2008, with Charles Ridley).
Stella S. Kanchewa, PhD, received her doctorate in Clinical Psychology from the University of Massachusetts Boston. Her research interests include factors related to risk and resiliency within the developmental trajectories of children and youth. This includes psychopathology and relationships with non-parental adults, as well as prevention and intervention programs with a specific focus on youth mentoring relationships.
Zorka Karanxha is Associate Professor at the University of South Florida. Her research examines issues of educational leadership preparation for social justice, education law, and charter schools. She has published in Educational Administration Quarterly, Journal of Research in Educational Leadership, and many other journals.
Moyra Keane, is an Educational Developer, senior lecturer and researcher in Johannesburg. She coordinates and teaches on postgraduate courses, presents workshops and courses for academic staff. These include Research Writing, Postgraduate Supervision, and Teaching in Higher Education. She coordinates the PGDipE(HE), runs a mentoring programme for staff, and supervises post-graduate students. She is a qualified coach. Her research interests are in indigenous knowledge, decolonisation, participative research, and the Scholarship of Teaching and Learning.
Paula King is a psychologist and leadership coach. She is registered with the British Psychological Society on the Register of Competence in Psychological Testing, a European Accredited Coaching Supervisor and a member of the Society for Coaching Psychology. Paula holds an MSc in Coaching, Mentoring and Organisational Development from Portsmouth University and is President of the European Mentoring and Coaching Council in Ireland [Page xxiv](EMCC IE). She is also a European Council Member of the EMCC, working with this organisation promoting standards and ethics in the coaching profession. She has been recently appointed by the Minister for Health to the Healthy Ireland Board due to her interest and work in the area of Coaching and Mental Health and Wellbeing. Paula's current clientele consists of leaders with influence, CEOs, politicians and members of the media. She brings genuine warmth to her coaching interventions whilst consistently assisting her clients to achieve goals, which may have seemed unachievable, through an empathic and challenging approach.
Terezia Koczka is a Director of the coaching consultancy firm KEY Coaches Ltd, UK (www.keycoach.co.uk) who provides leadership coaching, leadership-development programs and change consulting for a wide range of private and corporate clients. She holds an MBA from Heriot-Watt Business School, Edinburgh. Terezia has a wide range of experiences in leadership development, design and management of large-scale change programmes and executive coaching. With over 20 years’ international experience as executive coach and the founding president of European Mentoring and Coaching Council (EMCC) Hungary, she played a leading role in developing the emerging profession of coaching and mentoring in Hungary. She is the Professional Excellence Director of EMCC UK. She contributes to the profession by translating coaching books from English to Hungarian. She is visiting lecturer at Budapest University of Technology and Economics MBA programme.
Kathy E. Kram is the R.C. Shipley Professor in Management Emerita at Boston University. Her primary interests are in the areas of adult development, relational learning, mentoring and developmental networks, leadership development, and change processes in organisations. In addition to her book, Mentoring at Work, she has published in a wide range of journals. She is co-editor of The Handbook of Mentoring at Work: Theory, Research and Practice with Dr Belle Rose Ragins, and a founding member of the Center for Research on Emotional Intelligence in Organizations (CREIO). She served as a member of the Board of Governors at the Center for Creative Leadership from 2002 to 2009. Her new book Strategic Relationships at Work: Creating Your Circle of Mentors, Sponsors and Peers for Success in Business and Life was co-authored with Prof Wendy Murphy (Babson College). Dr Kram is currently collaborating on two new projects: a book on peer coaching, and a study of the transition into retirement.
Rafael Lara-Alecio is Regent's Professor and Director of Bilingual Programs in the Department of Educational Psychology at Texas A&M University. He is also the Director of the Center for Research and Development in Dual Language and Literacy Acquisition. His primary areas of research are in assessment, evaluation, and bilingual content instruction. He co-authored a pedagogical theory and model for transitional English bilingual classrooms. Dr Lara-Alecio has served as PI of multiple US DOE funded projects, and has managed a total of $38,000,000 in grant funds. Dr Lara-Alecio has mentored numerous undergraduate and graduate students across the department, college and university. Many of these students, including first-generation college students, ethnic minorities, and the economically disadvantaged, have obtained their doctorates under his mentorship.
Sally Lawson is a PhD student in the Business School, York St John University (UK). From an environmental career, she retrained to work as an occupational therapy practitioner, moving into service management and most recently project management in health and care. This [Page xxv]enabled her to focus on innovative integration projects, including developing and delivering a novel mentoring-focused development programme for non-medical neuro practitioners. Based on this project, and continuing a partnership and outcomes approach, she is currently completing her PhD on Mentoring in specialist workforce development: a realist evaluation for submission in 2017.
Hoang Anh Thi Le is the Head of Mentoring for Youth Business International, a global network of not-for-profit organisations which help underserved entrepreneurs to start and grow sustainable businesses. In her role, Hoang Anh is responsible for building, coordinating and supporting the YBI global mentoring network which encompasses over 15,000 volunteer business mentors. She works to improve the effectiveness of member organisations to deliver quality mentoring services to young entrepreneurs and has commissioned Middlesex University to conduct a piece of global research to study how volunteer business mentoring assists young entrepreneurs in their journey to enterprise. Hoang Anh pioneered YBI's flagship mentoring programme build methodology and has supported a number of YBI's members to build and launch sector leading mentoring programmes. Hoang Anh passionately believes in the power of mentoring; she has greatly benefitted from being a mentee and is an active mentor to young women in her local community in London. Hoang Anh is currently completing a Post Graduate Certificate in Coaching and Mentoring at York St John University.
Joanne Leck joined the Telfer School of Management, University of Ottawa, Ontario Canada, in 2000 as a professor of human resource management and organisational behaviour. Dr. Leck obtained a B.Math from the University of Waterloo in 1980, an MBA in 1987 and PhD in 1992 from McGill University. Her thesis examined the effectiveness of employment equity programs and issues related to managing diversity. Dr. Leck's earliest work was an extension of her dissertation, where she continued to research employment and pay equity. After interviewing women who broke the glass-ceiling, she became increasingly aware of another problem women face in the workplace, namely bullying and harassment. As these working conditions may dissuade women from advancing in their careers, she turned her attention to this area of research. Most recently, she has been investigating how mentoring can not only protect women from any adverse forces but also provide them with the psychosocial and career support they need to advance.
Jane Lewes is a specialist in developing and delivering work-based learning programmes for diverse groups and organisations in private, public and third sectors across Europe. Jane works largely in ‘non-traditional’ learning environments using interactive methods that encourage and empower people to take responsibility for their own development. Jane led the team that designed and delivered the acclaimed Birmingham Apprenticeship Scheme, coaching and mentoring to support the retention of young adults in their work placements. Jane's publications include: Mentoring for Business Success, Welsh Assembly Government; Change Facilitator Toolkit, London Guildhall University; The Good Mentee Guide, Welsh Assembly Government; Coaching for High Performance, Management Centre Europe; Coaching and Mentoring: A manager's toolkit to support employability, Birmingham City Council and Dialogi: Question your way to great results! The Learning Consultancy.
Petra Lockhart is a senior L & D executive who has worked for a number of international organisations, primarily focusing on organization and people development, leadership, change, [Page xxvi]mentoring and the Consumer Experience. Her passion is to lead, develop and inspire both individuals and teams to reach their full potential, thus supporting organisations to achieve their strategic objectives, whilst having fun at work! Lockhart's work with the global Mentoring at Swarovski program has been recognised in the industry press and used as case study at the Coaching at Work conference in 2015. Petronella continues to progress her passion for people and learning with enthusiasm and application.
Fiona McInnes-Craig is the Founder and Managing Director of Thresholds Ltd. She established Thresholds in 2000 to provide coaching and career development programmes for women and other groups who are under-represented in leadership and management roles. Her ‘Women At A Threshold’ programme for the Ministry of Defence was shortlisted for a national award and gave the company wider exposure in the public sector. This led very quickly to similar programmes across central government departments, most notably ‘Crossing Thresholds', a year-long career mentoring programme for women and BME staff. Since 2006, nearly 2000 mentoring partnerships have completed or are underway. On average 75% of participants get promoted or move to more satisfying jobs within a year.
David Megginson is Emeritus Professor of HR Development at Sheffield Hallam University in the UK. His PhD was from Lancaster, his MSc from UMIST and his BSc from Bristol University. He is a Chartered Fellow of the Chartered Institute of Personnel and Development, UK. He co-founded (with David Clutterbuck) the European Mentoring and Coaching Council (EMCC), and is currently an Ambassador for EMCC in Europe and Honorary Vice-President of EMCC UK. David has engaged in research over many years on coaching, mentoring, CPD and self-development. He has written five books with David Clutterbuck, Techniques for Coaching and Mentoring, Mentoring in Action, Mentoring Executives and Directors, Making Coaching Work: Creating a Coaching Culture and Further Techniques for Coaching and Mentoring. Recent books also include Learning from Burnout (with Tim Casserley - 2009), Coaching and Mentoring: Theory and Practice (with Bob Garvey and Paul Stokes - 2009). David has also lectured internationally in this field and is a popular speaker at many coaching conferences across Europe.
Lis Merrick's career in mentoring and coaching follows a successful career in Human Resources with senior posts for Merrill Lynch, European Investment Banking and The Thomas Cook Group. She is Managing Director of Coach Mentoring Limited, the ISMCP Accreditation Chair (EMCC International Standards for Mentoring and Coaching Programmes) a Visiting Fellow of the Coaching and Mentoring Research Unit at Sheffield Business School and the EMCC (European Mentoring and Coaching Council) UK President. She was voted ‘Mentoring Person of the Year 2011/12’ by Coaching at Work magazine in the UK. Her experience in mentoring programme design and development is now nationally acclaimed in the UK, with over 100 mentoring programmes to her name internationally. Lis writes and speaks at conferences about mentoring and coaching regularly and this work also informs her practice as an executive coach and designer of mentoring and coaching programmes. Her expertise and research is predominantly in the field of designing mentoring and coaching programmes with regard to talent management, coaching and mentoring women and supervision in mentoring. Lis's research and interests in 2016/17 are particularly focused around coaching women in their careers for a book for the Open University Press.[Page xxvii] Lis works as an Executive Coach and consultant in coaching and mentoring on a global basis and has over 25 years’ experience of working in cross-cultural environments. She lectures at Sheffield Business School on the MSc Coaching and Mentoring. Lis holds an MBA and an MSc in Coaching and Mentoring from Sheffield Business School.
Maria da Graça Nicoletti Mizukami holds a degree in Education from São Paulo State University and a doctorate in Social Sciences from the Catholic University of Rio de Janeiro. She carried out postdoctoral research at Santa Clara University, California, USA. She teaches in the Graduate Education Program of the Federal University of São Carlos, São Paulo and the Education, Art, and Cultural History of Presbyterian Mackenzie University, São Paulo, SP – Brazil. Her research interests are knowledge base for teaching, professional development of teachers, pedagogical practices and teaching cases.
Catherine Mossop is President of Sage Mentors Inc., Toronto, Ontario Canada. She has deep expertise in supporting organisations in finding ways to capitalise on their talent and deliver better outcomes by building coaching and mentoring capacity inside organisations, and coaching and mentoring for employee remediation and career management. Over her 30-year career, Catherine has worked with multi-faceted organisations in the public, private and 3rd sectors and has designed award-winning mentoring programs that have had measurable social, economic and organisational impact. Catherine is a contributing author: Mentoring and the World of Work in Canada, 2003, Fondation d'entrepreneurship du Quebec; and Developing Successful Diversity Mentoring Programmes, An International Casebook, 2012, Editors: Clutterbuck, D, Posluns, K., McGraw Hill. She has produced many mentoring guides for mentors and mentees, and produced several film-quality videos to support mentor development. Catherine is a Fellow Certified Management Consultant, a Certified Human Resources Leader; and an alumnus of the Governor General Canadian Leadership Conference.
Carol A. Mullen, PhD, is a tenured full professor of Educational Leadership at Virginia Tech. A US Fulbright Scholar, she conducted her work in China, selected for her expertise in mentoring and learning innovation. This Past President of National Council of Professors of Educational Administration is an award-winning teacher, supervisor, and scholar in mentoring, leadership, and diversity. Dr Mullen has received the 2016 Jay D. Scribner Mentoring Award and the 2015 Educational Administration Quarterly Service Award for Outstanding Editorial Board Service, both from the University Council for Educational Administration. Additionally, she received the 2016 Charles Clear Research Award from the Virginia Educational Research Association. She serves as a Plenary Session Representative for the University Council for Educational Administration. She has authored over 200 journal articles and book chapters and authored, edited, or co-edited 21 books, including Creativity and Education in China: Paradox and Possibilities for an Era of Accountability (Routledge, 2017), Education Policy Perils: Tackling the Tough Issue (Routledge, 2016) and The SAGE Handbook of Mentoring and Coaching in Education (Sage, 2012). She is the former Director of the School of Education and Associate Dean for Professional Education of the College of Liberal Arts and Human Sciences. Previously, for many years she served as Department Chair at The University of North Carolina at Greensboro.[Page xxviii]
Eileen Murphy (MCIPD, BSc Econ, MBA), is an associate of the Learning Consultancy with over 20 years’ experience of providing training, facilitation and organisational-development consultancy for the voluntary and public sectors in Wales. Eileen's areas of expertise include coach/mentoring, evaluation and measuring service outcomes, leadership development, performance management and project management. Eileen's focus is on supporting managers, staff and organisations to provide the best services possible for service users. Eileen was a member of the team that delivered the work-based coach/mentoring programme aimed at supporting and retaining young adults in employment. Eileen's recent in-house publications include: Engage Mid-Term Evaluation (July 2015, GAVO Newport), Valleys Voice Mid-Term Evaluation (July 2015, GAVO Newport) and CREA8 Project Case-studies (January 2015, SMT Merthyr Tydfil).
Donnel Nunes is the Program Director of a group of learning centres that provide specialized instruction and socio-emotional supports to students and their families in Hawaii. He is the principal owner of PVA Knowledge Group, a family-learning consultancy, a member of Coaching and Mentoring International (CMI), and a licensed mental-health counselor. He is also a former lecturer and current PhD Candidate in the Educational Psychology Department at the University of Hawaii, Manoa. His research interests focus on familial mentoring relationships. He regularly presents at state, national, and international conferences on topics related to education, mental health, parent/child engagement, and mentoring relationships between family members.
Mikaela Nyström is Managing Director and owner of 4L.com Oy (www.4l-consulting.com). She coaches executive leaders and teams in global companies. She has been creating and delivering mentoring programs since 1988 and is a true believer in the impact of mentoring as a great learning alliance. Mikaela has been designing with the Gaia Rhea Challenge Project team, the Rhea Challenge Mentoring process and has also been the facilitator of the Rhea Challenge kick-off and closing sessions with the mentees and the mentors. She will continue to co-create and facilitate Gaia Rhea Challenge into the new round, Fall 2016.
Rose Opengart, PhD, is currently an Associate Professor of Management at Dalton State College. Dr Opengart has taught a variety of management-related courses and has worked in HR in multiple industries including manufacturing, non-profit, and academia. She holds a PHR, professional human resources certification and has received awards for course development, teaching and publishing. She earned her PhD in Human Resources & Organizational Development from The University of Georgia. Dr Opengart's research interests include emotional and cultural intelligence, women's career development and mentoring.
Farah Palmer is the Director of the M¯aori Business and Leadership Centre and a Senior Lecturer in the School of Management, College of Business, Massey University. Her teaching and research interests are in sport sociology, sport management, leadership and governance as they relate to M¯aori and women in particular. She has helped to deliver a Young Women in Leadership Programme at Massey for Year 12 female students in the Manawat¯u and Auckland regions, and helped establish a M¯aori Mentoring and Leadership Programme in the Massey Business School.
Matteo Perchiazzi is the Director and founder of SIM – Italian School of Mentoring (since 2010), the President and Founder of Sport Association ‘Mentor – Net'. SIM is the Italian partner of CMI Clutterbuck (Coaching and Mentoring International). Perchiazzi is a member of the [Page xxix]‘board EMCC International’ for the definition and determination of the mentoring standard. He is now founding the Publishing Company of the ‘Italian Mentoring School’ to promote mentoring culture in Italy. Since 1998 Perchiazzi has been involved in the first Italian research about Mentoring, called ‘Cameo, and applied Mentoring “training, research and consulting”’ in every sector: businees and Sme's, school and university, social filed and sports, public administrations, big organizations, disabilities in labour market till NATO training mission in Afghanistan.He's an author and writer about Mentoring with many specialist and scientific articles, and the following books: ‘Telemaco e il Manager. Strumenti per il Mentoring nelle organizzazioni, Edizioni SIM – Scuola Italiana di Mentoring, Florence, in press. ‘Apprendere il Mentoring. Manuale operativo per la formazione dei Mentor, Edizioni Transeuropa, 2009. Batini, G. Del Sarto, M. Perchiazzi, ‘Raccontare le competenze', Transeuropa Edizioni, 2007.
Patricia Pérez is a certified coach, member of the AAPC (Professional Coaches Association in Argentina). She has a Bachelor degree in Education from the PUC-SP in Brazil; with post-graduation diplomas in HR and NGO's Management in Argentina. She is also graduated from the School of Social Psychology ‘Dr. Enrique Pichón Riviere'. In 2011 Patricia founded SKEYLLS in order to contribute to the mutual growth of organisations and people through the development of key skills. Patricia led the start-up of a Swiss foundation in Argentina (Fondation Forge), and was its Executive Director for 5 years, and previously performed as Junior Achievement Argentina's Development Director. She has 7 years of experience as a coach. She is fluent in Spanish, English and Portuguese, since she lived in Buenos Aires, New York and Sao Paulo.
Jeffrey D. Peterson served as an Army officer for 28 years and currently serves as the Chair for the Study of Officership at the Simon Center for the Professional Military Ethic, West Point, NY. As an Army officer, he served in multiple operational leadership roles. He holds a BS from the United States Military Academy, an MBA from the MIT Sloan School of Management, and a PhD in Policy Analysis from the RAND Graduate School.
Ana Oliveira Pinto is a certified Portuguese Executive Coach and Consultant in Change Management and Executive & Talent Development. With 20 years’ experience, Ana works in Portugal and internationally, namely in Europe, South America and Africa and across a wide range of sectors: Health, IT, Finance, Pharmaceuticals, FMCG, Manufacturing, Consultancy, Telecommunications and Retail. Ana is passionate about supporting the development of high potential women and women in middle/senior management in advancing to top leadership roles. Over the last 8 years, Ana has developed a particular specialism in designing and implementing mentoring programmes, namely internal mentoring programmes for companies, as well as cross-mentoring programmes for volunteer organisations.
Kirsten M. Poulsen is Managing Director of KMP + House of Mentoring, External Professor at Copenhagen Business School and co-founder and former president (2007–2009) of the European Mentoring and Coaching Council in Denmark. A major theme in her work is enhancing the quality of organisational mentoring programmes at all levels of the organisation. With this as an aim, Kirsten has authored tools and concepts for designing and evaluating mentoring programs, as well as for training, supporting and supervising mentors and mentees. With the Mentor + Game (the 10 situational mentor roles) she has, at the end of 2016, trained more than 7,000 mentors and mentees internationally.[Page xxx]Through KMP + House of Mentoring, Kirsten delivers tailor-made mentoring programs globally for talent and leadership development – and increasingly also through virtual seminars. Kirsten is the author of several books and numerous articles on mentoring, career navigation, leadership and talent development; she has more than 25 years of international experience as a management consultant and holds an MBA from IESE Business School, Barcelona, Spain.
Laura Rana worked with Youth Business International as a Monitoring, Evaluation and Learning (MEL) Advisor from January 2013 to January 2016, following five years’ previous experience in MEL, in a variety of overseas- and UK-based roles, with a particular focus on livelihoods and youth. She now leads the equivalent of the MEL team at the British Red Cross. On a personal level, Laura is a great believer in the power of mentoring, having benefitted from two transformational mentoring relationships. She is currently exploring opportunities to take on the role of mentor, so she can ‘pay it forward!'
Roxanne B. Reeves is a part-time professor at the faculty of Leadership Studies–Renaissance College, at the University of New Brunswick, Canada. She is a recent PhD graduate, a former ANBLH fellow, and a MITACS doctoral fellowship recipient. She has extensive international experience and has worked in Colombia, Italy and Japan. While living in Japan, Dr Reeves was president of the Cross-Cultural Association. She has presented and published her work at the provincial, national and international levels. Her work has appeared in, for example, the International Journal of Coaching and Mentoring and the International Journal of Evidence Based Coaching and Mentoring and in F. Kochan, and A. Green's (Eds.), Uncovering the Hidden Cultural Dynamics in Mentoring: Perspectives in Mentoring Series.Dr Reeves was honoured with the 2014/2016 International Mentoring Association's Dissertation Award. Her research, an article-based dissertation, (a) investigated corporate/workplace mentorship for high-potential employees within the corporate setting; (b) evaluated cross-cultural mentorship as it pertains to newcomer immigrant entrepreneurs; and (c) comprehensively critiqued literature on cross-cultural mentoring. As a consultant, she helps executives and managers with their future workforce requirements by assisting efforts to find, train, and retain the best possible people.
Melissa Richardson is Managing Director of Art of Mentoring, a mentoring programme consultancy based in Australia. Melissa is one of Australia's experts in coaching and mentoring, having worked in the field for twenty years. She has designed and implemented mentoring programmes across public and private sector organisations, specialising in programmes for membership organisations and in virtual mentoring. She is also an executive coach and coaching supervisor, working with senior leaders and helping coaches and mentors develop their professional practice. Her qualifications include a Master's degree in Organisational Coaching as well as post-graduate qualifications in Strategic Marketing, Coaching Supervision and Counselling.
Aline Maria de Medeiros Rodrigues Reali is Graduate and Doctor in Psychology (São Paulo University). She is a Category 2 Researcher at CNPq (National Council of Technological and Scientific Development, Brazil) and Full Professor in the Pedagogical Theories and Practices [Page xxxi]Department and the Graduate Education Program of the Federal University of São Carlos, São Paulo, Brazil. Her research interests are professional development of teachers, teachers’ continuing education, and online mentoring and teacher education.
Jean E. Rhodes is the Frank L. Boyden Professor of Psychology and the Director of the MENTOR/UMass Boston Center for Evidence-Based Mentoring. Rhodes has devoted her career to understanding and advancing the role of intergenerational relationships in the social, educational, and career development of disadvantaged youth. She has published three books (including Stand by Me: The Risks and Rewards of Mentoring Today's Youth, Harvard University Press), four edited volumes, and over 100 chapters and peer-reviewed articles on the topics related to positive youth development, the transition to adulthood, and mentoring. Rhodes is a Fellow in the American Psychological Association and the Society for Research and Community Action, and Distinguished Fellow of the William T. Grant Foundation. She serves as Chair of the Research and Policy Council of MENTOR: The National Mentoring Partnership, is a member of the John D. and Catherine T. MacArthur Foundation Research Network on Connected Learning and sits on the advisory boards of many mentoring and policy organisations.
Tony Rousmaniere is a Psychologist in Seattle at the Clinical Faculty at the University of Washington and in private practice. He provides training and supervision in Intensive Short-Term Dynamic Psychotherapy to clinicians in the United States, Europe, and Australia. Dr Rousmaniere's research focus is clinical supervision. He is the co-editor of Using Technology to Enhance Counseling Training and Supervision: A Practical Handbook (American Counseling Association Press) and the forthcoming edited volume The Cycle of Expertise: Using Deliberate Practice in Supervision, Training, and Independent Practice (Wiley Press). More about Dr Rousmaniere can be found at www.drtonyr.com.
Diane M. Ryan is Director of the Eisenhower Leader Development Program and Acting Deputy Department Head in the Department of Behavioral Sciences and Leadership at the United States Military Academy, West Point, NY. During her 28 year career as an Army officer she has served in multiple operational leadership roles both stateside an abroad. Presently she teaches and conducts research on leadership and leader development. COL Ryan holds a BA in Psychology from the College of the Holy Cross, an MS in International Relations from Troy University, an MSS in Strategic Studies from the US Army War College, and a PhD in Psychology from North Carolina State University.
Akram Sabbagh is a Partner and Senior Coach with AltusQ Australia. With over 30 years of business and coaching experience behind him, Ak works with leaders and teams at the Board, Senior Executive, and Management levels in the Corporate market. In the Emerging Markets sector he works with Partners, Directors and Business owners on their professional, personal and commercial Growth. Based in Western Australia, he has coached in a wide range of sectors including Government, Banking & Finance, Property, Bio-technology, Engineering and Construction, Advertising, IT, and Manufacturing. [Page xxxii]Together with fellow AltusQ Partner Vanessa Fudge, Ak has developed QMentor – a Corporate Mentoring ‘white label’ program which is being used within a number of corporations and industry bodies across Australia and internationally.
Chandana Sanyal is Senior Lecturer in Human Resource Management and Development at Middlesex University Business School. She has over 17 years of experience of working as a human resource development practitioner. She made a transition from practice to academia after completing an MA in Human Resource Management at Middlesex University in 2009. Her areas of specialisation include individual, team and organisational learning, professional practice, organisational behaviour, coaching, mentoring and action learning. Chandana has led and collaborated on a number of mentoring programmes including the International Professional Mentoring Programme within the Business School. She is one of the Research Consultants, working with Youth Business International to evaluate their global entrepreneurial mentoring programme and has published widely in the areas of mentoring and professional development. She is a Fellow of the Higher Education Academy and Chartered Institute of Personnel and Development and a member of the European Mentoring and Coaching Council.
Sarah E. O. Schwartz is an Assistant Professor of Psychology at Suffolk University in Boston. She holds a doctorate in Clinical Psychology from the University of Massachusetts Boston and a Master degree in Education from the Harvard Graduate School of Education. Her research focuses on positive youth development, with a particular interest in relational interventions and youth mentoring.
Faith Sears is studying English and Political Science at the University of New Mexico and works in early childhood development and education. She co-founded a city wide youth poetry team in her hometown and has had her research published in the International Journal of Genetic Engineering. Faith has worked in the mentoring field as a research assistant for the Mentoring Institute and the International Mentoring Association. She will work with Teach for America in 2017, where she hopes to continue her work in mentoring.
Regina Maria Simões Puccinelli Tancredi is a graduate in Mathematics (São Paulo State University) and a Doctor in Education from the Federal University of São Carlos, Brazil. She teaches in the Graduate Education Program of the Federal University of São Carlos, São Paulo and the Education, Art, and Cultural History of Presbyterian Mackenzie University, São Paulo, SP – Brazil. Her research activities are teachers’ and other educational agents’ development, teaching and learning processes, and educational public policy.
Aimee LaPointe Terosky is Assistant Professor of Educational Leadership at Saint Joseph's University in Philadelphia, PA. Her research focuses on higher education and K-12 settings with a concentration on teaching, learning, career management, faculty development, instructional leadership, and educational or professional experiences of girls/women. Aimee received her BS in Secondary Education (social studies) from The Pennsylvania State University, her MA in School Leadership from Villanova University, and her EdD in Higher and Postsecondary Education from Teachers College, Columbia University. Prior to joining Saint Joseph's University, Aimee was the assistant principal of Public School #334 in New York City and an adjunct professor in the Higher and Postsecondary Education program at Teachers College, Columbia University.[Page xxxiii]
Fuhui Tong is Associate Professor in the Department of Educational Psychology at Texas A&M University (TAMU). She is also the Associate Director of the Center for Research and Development in Dual Language and Literacy Acquisition (CRDLLA). Her primary expertise is bilingual/ESL education, second-language acquisition, longitudinal-data analyses, and program evaluation. She has authored/co-authored more than 30 peer-reviewed journal publications, more than 15 book chapters, more than 20 technical reports, and numerous refereed and invited presentations disseminating research findings related to high-need students’ school performance. Dr Tong was the recipient of the 2015 AERA Bilingual Research SIG Early Career Award. She has extensive experiences mentoring undergraduate and graduate students. She has served as a faculty advisor/mentor for the undergraduate research scholar program at TAMU, and for the undergraduate students’ research initiative in the College of Education and Human Development for three consecutive years. The majority of these students are underrepresented, including ethnic minorities and the economically disadvantaged.
Mariano Ulanovsky is a certified coach (Esc. Arg. de PNL y Coaching). He is a lawyer, graduated with honors at the University of Buenos Aires. He has several post graduate diplomas on HR. In 2011 Mariano founded SKEYLLS in order to contribute to the mutual growth of organisations and people through the development of key skills. Mariano has more than 8 years of experience as a partner in Levin Global: led the start-up of the office in Monterrey and performed as Mexico country manager and global director for HR. He also has 10 years of experience as Education Director and COO at Junior Achievement Argentina. He has lived in Buenos Aires, Monterrey, Mexico City and New York City, and is fluent in Spanish, English, Portuguese and Italian.
Ann Unterreiner is a Learning Specialist at Arizona State University, Office of Student Athlete Development in addition to being an Independent Research Scholar academic. Her research addresses issues of equity, professional identity in career transition and mentorship of women faculty in institutions of higher education. Publications and chapters she authored can be found in Globalisation, Education and Social Justice (volume 10) and journals such as NASPA Journal About Women in Higher Education, Education and Society and Mentoring & Tutoring: Partnership in Learning.
Åse Velure is an independent senior consultant who was at AFF at NHH Norwegian School of Economics from 2005 to 2015 and is now on a networking agreement with AFF. She holds a degree in business administration from the NHH Norwegian School of Economics and a Master's in organisational psychology. Åse has been working as a consultant within organisational and leadership development since 2001. Her main areas are within management-team development, executive coaching and supporting management in organisational processes. She was AFF lead in the Statoil Mentoring programme from 2006 until its close, and she has been running similar in-house programmes for other customers.
Rebecca Viney has been a General Practitioner (GP) and a medical educationalist for 24 years. In addition, she appraises GPs for revalidation. Her educational work has focused on retaining, supporting and developing the medical workforce, both nationally and London-wide. In 2008, she designed and launched the first London-wide mentoring service for doctors and dentists in transition. It won a major national award for the best learning and development strategy. Under her leadership from 2008 to 2014 the service flourished. Over 2,000 doctors and dentists applied to be mentored and over [Page xxxiv]600 doctors and dentists were substantively trained as coaches and mentors. Rebecca was educated in the UK, USA and Belgium. She studied fine-art painting for six years before medicine.
Ke Wu is Associate Professor in the Department of Mathematical Science at the University of Montana. Her research interests include statistical modeling in education, STEM learning, and multicultural curriculum. Her publications appear in a variety of journals such as Journal for Research in Mathematics Education and Mentoring & Tutoring: Partnership in Learning.
Brad Wuetherick is the Executive Director, Learning and Teaching in the Office of the Provost and Vice-President Academic and Centre for Learning and Teaching at Dalhousie University in Halifax, Canada. Brad is also an Associate Member of the Centre for Higher Education Research and Evaluation at Lancaster University in the UK. He also served from 2014–16 as Vice-President (Canada) on the Board of the International Society for the Scholarship of Teaching and Learning. Brad's areas of scholarly focus include undergraduate research, mentorship, academic development, threshold concepts, academic analytics, the scholarship of teaching and learning, and change in higher-education teaching and learning.
Jeffrey Yip is Assistant Professor in Organizational Psychology at Claremont Graduate University. He is also the founding director of the Talent Science Lab – a group focused on organizational and talent management research. Dr Yip's research is in the areas of mentoring, leadership, and career development. His work has been published in academic journals such as the Academy of Management Annals, the Journal of Applied Behavioral Science, and the International Journal for Selection and Assessment. A Fulbright scholar, Jeffrey received his PhD in Organizational Behavior from Boston University and a Masters in Human Development and Psychology from Harvard University.
Jeff Zimmerman, PhD, ABPP is a licensed psychologist. He has been in independent practice for approximately 35 years. For 22 years he was managing partner of an interdisciplinary multi-office group mental-health practice. Throughout his career he has served as a supervisor and mentor. When serving as an organisational consultant he works with systems that are seeking to develop excellence in their employees and consistency in management style and service delivery. He is the 2017 President of the Society for the Advancement of Psychotherapy, Division 29 of The American Psychological Association. He is a past President of the Connecticut Psychological Association. Among other honors, in 2016 Dr Zimmerman was awarded Distinguished Fellowship in the National Academies of Practice (NAP) and the Psychology Academy as a Distinguished Practitioner and Fellow. Dr Zimmerman received his doctorate in Clinical Psychology from the University of Mississippi (1980).
We would like to thank the key members of our support team, Associate editors Chandana Sanyal and Kelly Amber, who devoted many hours to keeping this complex project on track. We are also grateful to SAGE editor Matthew Oldfield, for his patience and constant practical guidance.