Tony Dungy Leadership

The Romney-Ryan campaign presents its advertisement Strong America as an appeal to logos, which is intended to convince its audience by reasoned argument. In conformance with the teachings of Jib Fowles in his “Advertising’s 15 Basis Appeals”, the political advertisement is, really, though, an appeal to pathos or its audience’s more easily moved passions. If the ad makes any ethos appeals at all, these appeals are co-opted as subtleties or subliminal suggestions within its more overwhelming overt pandering. Strong America was released in wake of the Obama administration’s proposal that draconian cuts be made to the U.S. military budget. The ads arguments are broadly directed at the general electorate and, more, specifically, towards its

Identify and evaluate the key factors which influence the effectiveness and strength of a mentoring relationship.

A question that is often asked is how effective is mentoring and how do you know it is effective. What makes a difference in mentoring is the mentor’s capacity to engage with the mentee: namely the mentor’s capacity to gain rapport and engender trust. Warmth, empathy, and genuineness as well as interpersonal activities, such as self-disclosure, intentions and response modes are important (Sexton and Whiston 1994). All these elements facilitate the mentee’s capacity to invest in the mentoring relationship and form a connection with the mentor.

The training of the mentors would involve teaching them about transformational leadership as one element of becoming a mentor. Leaders must have certain characteristics to effectuate change. Transformational leaders pinpoint the need for change, and guide the team through the execution of those changes. This type of leader portrays charisma, is well educated, humble, and inspires peers to accomplish exceptional results (Marshall, 2011). Mentoring using a transformational leadership approach can create a vision to guide novice nurse practitioners as they progress in their new roles. Transformational leaders can inspire novice NPs to express areas in which the novice NP is struggling, without feeling incompetent. Furthermore, a transformational leader can assist novice NP’s in developing self-awareness and improving self-management (Marshall, 2011). Rich et al. (2015) developed a model for a two-day mentorship workshop that included teaching mentors the foundations of them mentorship relationship so mentors would know how to help the NP learn and assist the NP in taking action

Overall I feel a good leader that wants to become a mentor must have the desire to help others. This person must be interested in helping others succeed. Another trait to have to become a good mentor is they must have positive experiences to share. If a mentor can share their experiences they may be able to paint a better picture while teaching. Any person that has prior experience helping others would also make a good mentor. An experienced person who has a good reputation for helping others develop their skills will make a good mentor. When becoming a mentor he/she must have the time and mental energy to devote to the relationship; you should now become a team. Some examples of leaders that I feel would make poor mentors are leaders that are not committed to the mentor program. If they are not committed they will not help the situation. A leader must be dedicated in helping the

Mentoring for the mentor is about challenging himself to perform to greater capabilities while nurturing a mentee and stretching them to realise their full potential. Mentors counsel, tutor and guide their mentees in developing themselves.

Mentoring is an intervention designed to improve the competencies of an individual organizational member through committed support, feedback, new views of work, new visions of the organization, and new ways of relating to people. Mentoring involves establishing a relationship between a manager/supervisor and subordinate or another organizational member who is less experienced. Mentoring is direct, with the mentor intentionally transferring specific knowledge and skill and guiding the individual's career development process. Mentoring was a big thing in the Air Force and there was always someone there to help guide the young troops in the right direction. I mentored individuals as I progressed through my career whether as a Senior NCO or as a Flight

Mentoring is an action related to developmental supports and relationships “between two individuals, normally of unequal status and experience, the mentor and the protégé” (Bozionelos, Bozionelos, Kostopoulos, & Polychroniou, 2011, p. 446). Mentoring is a three way approach to support individual (protégé), managerial/supervisory (mentor) and organizational needs, expectations and goals (Dunn & Jasinski, 2009). Protégés can benefit from the mentor relationship through career recognition and satisfaction, while mentors can benefit through a rejuvenation of interest and engagement, increased power and position, and work related accesses (O’Neill, 2005). Bonzionelos et al. (2011) has shown a correlation between socio-emotional supports, positive career success and positive work related attitudes and engagement for both mentors and protégés. Research provides a framework of support for organizational benefits including enhanced organizational learning, competitive advantages, motivated employees, increased performance, and employee retention (O’Neill, 2005). Mentoring systems for new hires provides new employees with a staff person to support the learning process and be accessible for assimilation during the onset of the orientation period (Kiazad, Holtom, Hom, & Newman, 2015).

This book is a comprehensive review of coaching and mentoring and how it can be implemented in a variety of settings and for multiple purposes. It is evidenced based and requires the reader to think differently about coaching and mentoring. The authors go beyond the research in challenging the reader to pay attention to the wider implications of coaching and mentoring. In the second part of the book, there are strategies to overcome and embrace influences that can affect the coaching and mentoring process. This book is ideal for anyone wanting the research behind coaching and mentoring.

In today’s volatile business world, it is vital for organizations to engage employees both intellectually and emotionally. Through mentoring, employees identify themselves as a vital part of the organization while creating a heightened level of ownership. Mentoring programs are of great value to any organization. In most cases, these programs are considered essential. By developing and implementing a mentoring program, the learning process for employees is accelerated. It is said that mentoring can “can accomplish things that training cannot” (Johnson). Though, developing a mentoring program is not an easy task, the benefits outweigh the challenges. A mentoring program will help alleviate high employee turnover and assist in building a pipeline of diverse employees.

The term “mentoring” has surged into the literature in many disciplines (e.g., sociology, social psychology, education, management, social work, healthcare management, etc.) over the last several decades. Mentoring emerged in the organizational literature in the late 1970s (e.g., Clawson, 1979; Collins and Scott, 1978; Kanter, 1977; Phillips, 1977; Roche, 1979; Shapiro et al., 1978). Since that time, hundreds of books and articles (popular press, practitioner-oriented, and academic) have been published on mentoring in various organizational settings alone, not to mention other settings in which mentoring has been examined (e.g., teaching, nursing, social work, etc.) (Kelly, 2001). Published works in the organizational literature on mentoring have been anecdotal, conceptual, and empirical; and several journals have dedicated special editions to mentoring. By and large, these published works have highlighted the overwhelming perceived benefits (e.g., increased mobility, promotion opportunity, and total compensation), and minimal perceived drawbacks of mentoring (Campion and Goldfinch, 1983; Kelly, 2001; Scandura, 1992, 1998; Whitely et al., 1991, 1992). Hence, mentoring has been proclaimed as one of the key career development and advancement tools in the

In today’s volatile business world, it is vital for organizations to engage employees both intellectually and emotionally. Through mentoring, employees identify themselves as a vital part of the organization while creating a heightened level of ownership. Mentoring programs are of great value to any company. In most cases, these programs are considered essential. By developing and implementing a mentoring program, the learning process for employees is accelerated. It is said that mentoring “can accomplish things that training cannot” (Johnson). Even though, developing a mentoring program is not an easy task, the benefits outweigh the challenges. A mentoring program will help alleviate high employee turnover and assist in building a pipeline of diverse employees.

Mentoring is a relationship between a mentor who is a person of more experience and a mentee, a person who needs the advice and assistance. In our case, the relationship would be built on a mutual desire for progress and development towards career goals and objectives. This way of mentoring is a more traditional way in which a face to face meeting is organized to serve the objective. This method can exist between two people who already know each other and are comfortable with each other or in a formal mentoring program setting where two people meet for the first time and to share and direct. This way is extremely effective since both the mentor and the mentee gain knowledge and experience. The mentor improves their leadership skills while the mentee gains experience and awareness of a certain matter (Types of mentoring 2016).

There are however some key behavioural precepts that precede good mentoring. Rowley (1999) studied mentoring in the teaching profession and found that good mentors were, first of all, committed to the process of mentoring, and that empathy and openess to the learning curve the

Working with Youth requires mentors to be able to see the future, while trusting their course of action. Many days it feels like we are famers in Italy planting date trees. In our lifetime we will never get to enjoy the shade or the fruit that the tree bares. We have to trust that with the correct care and practices a beautiful tree will flourish. Youth, much like many other people in the world have never sensed the personality traits within them that give them the potential to become great leaders (Wren, 1995. p. 7). Cultivating great leadership and effective organization cultures becomes about planting seeds. Although we will never see the true depth of their potential, we have to trust that through courage, optimism, and emotional support great leaders will grow (Wren, 1995. p. 41).