Mentoring Experiences of Non-Professors of Sport Management in Southern Nigerian Universities: An Empirical Evidence (Published)
The study investigated the mentoring experiences of non-professors of sport management in southern Nigerian universities, using cross-sectional survey design. Six research questions guided the study. The population was the entire non-professors of sport management in southern Nigerian universities which as well served as the sample. Data were collected using a structured questionnaire titled “Sport Management Mentoring Questionnaire (SMMQ)” with reliability coefficient of 0.983, established using Cronbach alpha. Data were analyzed using mean and standard deviation. It was found that non-professors of sport management in southern Nigerian universities never experienced formal mentoring, informal mentoring, traditional/face-to-face mentoring,e-mentoring, multiple mentoring, team mentoring, career mentoring, psychosocial mentoring, mentoring activities, initiation, cultivation, separation, and redefinition phase of mentoring. It was recommended among others that universities should formulate or review their mentoring policy and culture ensuring that non-professors have mentors immediately they are employed. A “Centre for Mentoring” especially for sport management should be established by the universities.
Prevalence of Mentoring among Graduate Students of Sport Management in Southern Nigerian Universities (Published)
The aim of the study was to find out the prevalence of mentoring among graduate students of sport management in southern Nigerian universities. A cross-sectional survey design was adopted. The population as well as sample for the study was 196 graduate students of sport management. Data were collected using a structured and validated questionnaire titled “Sport Management Mentoring Questionnaire (SMMQ)”. It had reliability coefficient of 0.983 which was established using Cronbach alpha. Data were analyzed using mean and standard deviation. It was found that graduate students of sport management rarely experienced formal and informal mentoring, traditional/face-to-face mentoring, e-mentoring, multiple mentoring, and team mentoring, career and psychosocial mentoring functions, mentoring activities, initiation, cultivation, separation and redefinition phase of mentoring. It was recommended among others that mentoring seminars and conferences should be organized for graduate students by the Department in collaboration with the University. Students should be assigned to or made to choose mentors for mentoring at the point of admission into sport management. Favourable report or result on mentoring should be part of requirements for successful completion of graduate programmes in sport management. A “Centre for Mentoring” especially for sport management should be established by the universities
Impact of Mentoring On Staff Retention through Knowledge Transfer: An Empirical Evaluation of Four Private Universities in the North Central Zone of Nigeria (Published)
This research study explored the impact of mentoring on staff retention through knowledge transfer with specific reference to selected private universities in Nigeria. Mentoring is a natural one-on-one, mutual, committed relationship formed between a mentor and mentee designed to promote personal development beyond any particular institutional goals. However, Knowledge transfer seeks to build, systematize, otherwise distributes knowledge and guarantees its accessibility for future users. In an organizational setting, the goal of employers is usually to decrease employee turnover, thereby decreasing training costs, recruitment costs and loss of talents and organizational knowledge. Employers can improve retention rates and decrease the associated costs of high turnover with the aid of mentoring and knowledge transfer. The material used for this investigation was sourced from both primary and secondary data such as text books, management journals and internet. A well-structured open ended questionnaire was the main tool for data gathering. The questionnaire was designed for all the selected employees of private universities in the North central zone of Nigeria. The data through which responses were given in the questionnaire was analyzed and interpreted with the use of students‘t’ distribution test in the analysis of data. The findings indicate that mentoring improves staff retention in private universities in Nigeria and transfer of knowledge enhances staff mentoring and retention in Nigerian universities. The review of literature suggests that knowledge transfer and conceptualization of mentoring is required for staff retention in organizations. For effective staff retention and knowledge transfer, it was recommended that mentoring should be utterly deliberated and not forced on the participants ‘‘the mentors and the mentees’’ and privacy should be indispensable in this relationship. Conclusively, knowledge transfer encompasses a wide variety of activities to sustain mutually beneficial collaborations between mentors and the mentees, universities, and the public sector. It is all about the transfer of tangible and intellectual expertise, skills and learning between academic and the non-academic community.
Recently, the death of business organisations in Nigeria is on the increase as business operates in an environment that is embedded with change, risk, high uncertainty, stiff competition, unethical business practices, unfavourable government policies and ignorance of the role of mentors in business development. Mentoring is rapidly becoming recognised worldwide as a highly effective human resource development process. Many organisations have gone through or are currently going through increasing significant change. Generally, people in any organisation react positively to change when they take responsibility for their own development. Mentoring is one way in which organisations can provide this assistance as there is a high degree of trust and mutual regard which will enable the person to become what he aspires to be by realising his or her potential. Mentoring has being identified as an important influence in business development. The major function of mentoring is to promote the mentee’s development in specific areas and to facilitate success in business activities. Mentoring relationship can produce positive development and organisational outcomes and it can sometimes fail due to a variety of causes and problems viz-a-viz lack of participation, absence of leadership involvement, poor planning, setting unrealistic expectation and fuzzy goals. The paper examines the roles of mentoring in business development. It focuses on the stages, forms, reasons, types, roles and characteristics of mentors, fundamental objectives, benefits and keys to mentoring success with a view to accelerate business development through investment in human capital development particularly through mentoring. The paper opines that mentorship and business development offers a wide range of benefits such as welfare, satisfaction, development, progress, feeling rejuvenated in career development, learning how to use new technologies, becoming aware of business issues, methods, strategies or perspectives that are vital to business. Content analysis was used in the writing of this paper. Evidence from the paper on the policies that need to be adopted to improve Nigeria’s business environment includes, the need to address those issues constraining business development. The paper also recommends that mentoring should be based upon encouragement, frank advise, readiness to assist the mentee to acquire needed knowledge, skills and competencies so as to operate functionally in our ever changing business environment, constructive comments, openness, mutual trust, respect, willingness to learn and share ideas and experiences, improve self confidence, job competitiveness and enhanced diversity of the workforce. Moreover, there is need to eliminate negative factors that militate against business growth and development with a view to increase business efficiency. There is the need, therefore for a re-orientation of our businesses because mentoring relationships depends on the people and the character of the organisation concerned. The paper concludes that successful mentoring programs as aid to business development requires proper understanding, planning, implementation and evaluation.
There is growing interest in teacher induction and widespread support for the idea of assigning experienced teachers to work with newly recruited teachers. Still, we know relatively little about what mentors in the University of Cape Coast (UCC) do, how they think about their work, and what their mentees learn from their interactions with them. This article presents the perception of approximately 150 Lecturers/Assistant Lecturers who were recruited between 2008 to 2013 academic year. As the literature on mentorship indicates, mentorship plays an important role in a mentee’s life therefore, so to sustain and develop experience lecturers, mentorship programmes need to be relevant, personalized and unique. The methodology used in this study employed descriptive design (non-experimental). The target population was made up of lecturers in the University of Cape Coast. The accessible population was made up of all the 270 assistant/ lecturers in the university who were appointed between 2008 to 2013 academic year.The results showed that on the whole respondents acknowledged that mentors play some roles in the mentoring system. Concerning the perceptions of future mentoring, more than half of the mentees had some concerns about future mentoring. About two thirds of the respondents agreed that mentoring issues should be considered during promotions. It was recommended that UCC and administrators in particular should clearly articulate the goals of mentoring programmes and to highlight the ways in which they can directly impact mentee’s achievement.
The Study of Beginning Teachers’ Induction in Zanzibar Secondary schools: The case of Urban Region (Review Completed - Accepted)
The aim of the study was to document as fully as possible the programmes and practices in Zanzibar secondary schools for the induction of beginning teachers’ .Both quantitative and qualitative research approaches were used for an in-depth understanding of the induction programs under scrutiny. Questionnaires and interviews were the primary sources of data and documentary reviews consisted of policy documents and Zanzibar educational development plans were the secondary sources of data. In total, the study employed 110 respondents. The purposive sampling with the focus of 90 Beginning teachers in Urban areas was used. The random sampling was used in getting these respondents where by 15 schools were selected and from each school, 6 Beginning Teachers were chosen. Besides, 8 Officials from the Ministry of Education and 12 School Principals were involved. For quantitative data, SPPS soft ware was used to translate data into frequencies and percentages while content analysis was used for qualitative data .In brief, the major findings emerged are that, there is no well defined system for the orientation of Beginning teachers into the profession. As an alternative, there are some individual efforts of the very few individual school Principals who prepared their own kind of support for these Teachers as they join their schools as a measure to protect the quality of education in their schools. The underlying problem was found to be the absence of a philosophy and policy for induction by the respective Department of Teacher Education. The study concludes with several recommendations the most important being: the formulation of a policy by the Department based on a well defined philosophy for induction and implementation of programmes arising from the policy in the form of school based induction activities, external support programmes by the teachers’ centres, subject advisers, tertiary institutions and the teachers’ associations.