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首页> 外文期刊>Journal of organizational behavior >Mentoring with(in) care: A co-constructed auto-ethnography of mutual learning
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Mentoring with(in) care: A co-constructed auto-ethnography of mutual learning

机译：护理指导：共同构建的相互学习的自动人种志

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摘要

Research into workplace mentoring is principally focussed on predictors and psychosocial and instrumental outcomes, while there is scarcely any in-depth research into relational characteristics, outcomes and processes. This article aims to illustrate these relational aspects. It reports a co-constructed auto-ethnography of a dyadic mentoring relationship as experienced by mentor and protege. The co-constructed narrative illustrates that attentiveness towards each other and a caring attitude, alongside learning-focussed values, promote a high-quality mentoring relationship. This relationship is characterised, among other things, by person centredness, care, trust and mutual influence, thereby offering a situation in which mutual learning and growth can occur. Learning develops through and in relation and is enhanced when both planned and unplanned learning takes place. In addition, the narrative makes clear that learning and growth of both those involved are intertwined and interdependent and that mutual learning and growth enrich and strengthen the relationship. It is concluded that the narrative illustrates a number of complex relational processes that are difficult to elucidate in quantitative studies and theoretical constructs. It offers deeper insight into the initiation and improvement of high-quality mentoring relationships and emphasises the importance of further research into relational processes in mentoring relationships. Copyright (C) 2015 John Wiley & Sons, Ltd.
机译：工作场所指导的研究主要集中在预测因素以及社会心理和工具结果上，而几乎没有对关系特征，结果和过程进行深入研究。本文旨在说明这些关系方面。它报告了由导师和门徒经历的二元导师关系的共同构建的人种志。共同构建的叙事说明，彼此的专心和关爱的态度，以及以学习为中心的价值观，促进了高质量的指导关系。除其他外，这种关系的特点是以人为中心，关心，信任和相互影响，从而提供了一种可能发生相互学习和成长的情况。当有计划的和无计划的学习都发生时，学习是通过相互联系而发展的，并得到加强。此外，叙述清楚地表明，所涉及的两个人的学习和成长是相互交织和相互依存的，而相互学习和成长则丰富并加强了这种关系。结论是，叙事说明了许多复杂的关系过程，这些过程在定量研究和理论建构中难以阐明。它提供了对高质量指导关系的发起和改善的更深入的了解，并强调了进一步研究关系过程对指导关系的重要性。版权所有（C）2015 John Wiley＆Sons，Ltd.

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