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The protege learning experience in v...

Leavitt, Carol Cameron.

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The protege learning experience in virtual mentoring: What is learned, how the learning occurs, and assisting and hindering factors.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The protege learning experience in virtual mentoring: What is learned, how the learning occurs, and assisting and hindering factors./
作者:	Leavitt, Carol Cameron.
面頁冊數:	257 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
標題:	Management. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3682581
ISBN:	9781321561562

The protege learning experience in virtual mentoring: What is learned, how the learning occurs, and assisting and hindering factors.
Leavitt, Carol Cameron.

The protege learning experience in virtual mentoring: What is learned, how the learning occurs, and assisting and hindering factors. - 257 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

This phenomenological study attempted to offer new elucidation on the protege's experience in mentoring relationships facilitated in the virtual domain. Its purpose was to more fully understand the nature and effectiveness of protege learning in e-mentoring by discovering, specifically, what they learned of their mentors, how that learning occurred, and what factors assisted or hindered that learning in the electronic platform.

ISBN: 9781321561562Subjects--Topical Terms:

516664
Management.

The protege learning experience in virtual mentoring: What is learned, how the learning occurs, and assisting and hindering factors.
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245 1 4 $a The protege learning experience in virtual mentoring: What is learned, how the learning occurs, and assisting and hindering factors.
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500 $a Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
500 $a Adviser: Janet Salmons.
502 $a Thesis (Ph.D.)--Capella University, 2015.
520 $a This phenomenological study attempted to offer new elucidation on the protege's experience in mentoring relationships facilitated in the virtual domain. Its purpose was to more fully understand the nature and effectiveness of protege learning in e-mentoring by discovering, specifically, what they learned of their mentors, how that learning occurred, and what factors assisted or hindered that learning in the electronic platform.
520 $a As a result of this study, 19 diverse "learned" elements were incorporated into a new taxonomy with four distinctive categories: intra-personal learning; interpersonal learning; organizational protocols and norms; and business tools and processes. Additionally, the methods for protege learning were revealed, with the use of telephone, email, and web-based visual conferencing confirmed as the primary modes for information exchange. Further, 11 approaches by which mentors interacted with proteges were noted, ranging from more directive measures to more engaging behaviors, as cataloged in a new model that illustrated this on a continuum. Finally, this study revealed 28 factors that assisted the learning process and nine factors that hindered it, as captured in an index of best practices and obstacles to avoid for the primary actors in the virtual mentoring experience -- mentors, proteges, and their sponsoring programs.
520 $a This final point identifies the important implications of this research for mentors and their proteges, offering a baseline of recommended interactions that would catalyze a more successful learning experience. Human resources professionals may also use these guidelines in the development of mentor and protege training programs and as a component in the process of build learning organizations that are adaptive, agile, and able to create sustainable success in today's globalized workplace.
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