A Conceptual Framework for Mentoring in a Learning Organization
A Conceptual Framework for Mentoring in a Learning Organization
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DOI：
10.1177/1045159515594154
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发表时间：
2015-11-01
期刊：
影响因子：
1.3
通讯作者：
Klinge, Carolyn M.
中科院分区：
文献类型：
--
作者：
Klinge, Carolyn M.
这篇文章的目的是提供一个概念性的指导框架，作为一个学习型组织的成人学习和发展理论的背景下增加的组成部分。传统上，导师是一个由经验丰富的人（导师）指导另一个人（学员或门徒）发展自己的想法、学习和个人/专业能力的过程。指导通过批判性反思以非评判的方式使用转换理论，并解决成人教育原则，即经验是成人学习最丰富的来源。在学习型组织中，成人发展是在互惠和协作的学习伙伴关系中为学员和导师培养的。在设计一个辅导计划，促进可持续发展的学习型组织的关键问题进行了讨论与潜在的陷阱。在学习型组织中，辅导计划的预期成果包括在日常任务中应用新知识，对问题和可能的解决方案进行个人和协作分析，评估新技术或战略并确定其效用，以及为学习型组织创建新的业务计划。
The purpose of this article is to provide a conceptual framework for mentoring as an added component of a learning organization in the context of adult learning and development theories. Mentoring is traditionally a process in which an experienced person (the mentor) guides another person (the mentee or protege) in the development of her or his own ideas, learning, and personal/professional competence. Mentoring uses transformational theory through critical reflection in a non- judgmental manner and addresses the andragogical principle that experience is the richest source for adult learning. In a learning organization, adult development is fostered for both mentee and mentor in a reciprocal and collaborative learning partnership. Critical issues in designing a mentoring program for facilitating the development of a sustainable learning organization are discussed with potential pitfalls. Anticipated outcomes from a mentoring program in a learning organization include application of new knowledge in daily tasks, individual and collaborative analysis of problems and possible solutions, evaluation of new technologies or strategies and determination of their utility, and the creation of new business plans for the learning organization.