Mentorship as a Transformative Leadership Model: Enhancing Organisational Sustainability through Authentic Mentor-mentee Relationships |Chapter 9 | New Ideas Concerning Arts and Social Studies Vol. 4

 

This chapter explores mentorship as a transformative leadership model that plays a critical role in ensuring organisational sustainability and leadership continuity. Through a descriptive research design and an extensive literature review, the study investigates two key dimensions of mentorship: professional coaching and psychological support. Findings reveal that effective mentorship not only develops the leadership capacities of mentees but also fosters organisational resilience, ethical behaviour, and a culture of continuous learning. By strategically embedding mentorship within organisational frameworks, institutions can navigate change, enhance leadership pipelines, and safeguard their long-term success. The chapter calls upon policymakers, organisational leaders, and researchers to embrace and further explore mentorship as a core leadership practice.

Author(s) Details

EDNA J. MOI
Department of Public Policy and Administration, Kenyatta University, Kenya.

 

Please see the book here:- https://doi.org/10.9734/bpi/nicass/v4/5957

 

Study on the Apparent Complexities and Challenges behind Supervision and Mentorship in Selected Higher Institutions of Education in South Africa: The Case of Supervisors and Supervisees | Chapter 11 | Selected Topics in Humanities and Social Sciences Vol. 7

 It is heartbreaking to learn that a significant percentage of master's and doctoral students have left academia. The study's major question was: who bears the brunt of the blame? Is it better to be the supervisor or the supervisee, or both? According to the resources, education begins at home, and the only habit to establish is the habit of not forming any habit. The goal of this study was to look at the many issues that arise from an uncomfortable supervisory connection between the supervisor and the supervisee, as well as to address these issues with the goal of suggesting remedies and/or suggestions for a more pleasant supervisory relationship. This study included a variety of data collection and analytic techniques. The challenges faced by supervisors, masters, and doctorate students at a purposefully selected university were investigated using a narrative case study design within the qualitative approach. The subjects for this study agreed to participate because they were frustrated. The subjects were a total of ten people (three supervisors, four master's students, and three doctorate students) at various phases of their research projects. The need for only participants who had problems with their supervisors, and supervisors who have problems with their supervisees, necessitated the use of purposeful selection for the interviewees. The interviews were purposefully chosen with the help of informants. They corroborated my data on their experiences and challenges encountered during the supervisory process during my time with them. Informal and unstructured interviews were the primary data gathering sources. Books, journals, and theses are examples of secondary sources. The findings revealed that some bosses be both constructive and detrimental. They consider it a privilege, and some pupils lack dedication, commitment, and determination. However, when comparing the problems encountered, supervisees appear to have more issues than their supervisors. In response to the inquiry, "Who is to blame?" The study revealed that both supervisors and supervisees are to blame for the tense working relationship. The compatibilities and incompatibilities will be examined in this article.

Author (S) Details

Morakeng Edward Kenneth Lebaka

University of Zululand, KwaDlangezwa Campus, Faculty of Arts, Department of Creative Arts, South Africa.

View Book :- https://stm.bookpi.org/STHSS-V7/article/view/4112