The Missing Voices of Learning and Development Professionals: Factors Influencing Formal and Informal Practices of Reverse Mentoring

Autor/inn/en	Chaudhuri, Sanghamitra; Ghosh, Rajashi; Park, Sunyoung
Titel	The Missing Voices of Learning and Development Professionals: Factors Influencing Formal and Informal Practices of Reverse Mentoring
Quelle	In: New Horizons in Adult Education & Human Resource Development, 34 (2022) 4, S.14-30 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/nha3.20367
Schlagwörter	Mentors; Workplace Learning; Nonformal Education; Teacher Attitudes; Foreign Countries; Program Effectiveness; Asia; Europe; North America; South America + Suchen Sie Ihr Suchwort? Non-formal education; Non formal education; Nichtformale Bildung; Lehrerverhalten; Ausland; Asien; Europa; Nordamerika; Südamerika
Abstract	There is dearth of studies exploring the likelihood of reverse mentoring practices being accepted or resisted in diverse organizational contexts. Moreover, prior studies on reverse mentoring have focused on the formal programmatic implementations instead of exploring the informal instances where senior employees learn from their junior colleagues in organizations. To address these gaps, we pose the question: What are the factors necessary for formal and informal reverse mentoring to succeed? We utilized a qualitative methodology based on in-depth semi-structured interviews with 10 globally located learning and development professionals from Asia, Europe, and the Americas who are often tasked with executing mentoring initiatives in their respective organizations. Our findings indicate that reverse mentoring can be successfully practiced both formally and informally if such practices are aligned with the cultural preferences of the context. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01