Peer Group Mentoring as a Way to Support the Well-Being and Competence Development of University Personnel
Nurkka, Pauliina (2019)
IATED Academy
2019
Julkaisun pysyvä osoite on
http://urn.fi/URN:NBN:fi-fe202001142084
Lähdeviite:
http://urn.fi/URN:NBN:fi-fe202001142084
Lähdeviite:
Nurkka P., (2019). Peer Group Mentoring as a Way to Support the Well-Being and Competence Development of University Personnel. L. Gómez Chova A. (Ed)., ICERI2019 Proceedings., IATED Academy.
Tiivistelmä
When discussing peer group mentoring there are several related concepts, such as peer learning, tutoring and mentoring. The term ‘peer’ refers to a person with a comparable position as the other persons involved [1,2]. According to Skaniakos and Piirainen [2], the traditional mentoring idea varies in two ways in peer group mentoring. Peer group mentoring differs from a hierarchical mentor-mentee relationship as the role of the mentor shifts within the group. There is a difference with the distribution of power and authority, flattening of hierarchy, increased confidence, better self-understanding, and professional development [3]. Secondly, the central aspect in peer group mentoring is the group [2].
The project managers in universities of applied sciences are often quite lonely in their work, when many of the colleagues are still just teaching and guiding the students. In this article, the experiences of peer group mentoring to support competence development and well being in higher education is presented. In this context, the peer group mentoring is planned to help as a method for collegial working, which supports the sharing of tacit knowledge, experiences and attitudes, team working in expert organizations, developing the organizational culture and operations, as well as learning and getting familiar with new tasks at work in different stages of careers. All the members, juniors and seniors, in a peer group can learn from each other equally around the joint objectives – the differences in expertise,
responsibilities and obligations are enriching.
This article answers the questions why, how and what is done and learnt. The article describes the experiences of the staff members of three universities of applied sciences from different disciplines, who gathered to share and learn in peer groups.
The project managers in universities of applied sciences are often quite lonely in their work, when many of the colleagues are still just teaching and guiding the students. In this article, the experiences of peer group mentoring to support competence development and well being in higher education is presented. In this context, the peer group mentoring is planned to help as a method for collegial working, which supports the sharing of tacit knowledge, experiences and attitudes, team working in expert organizations, developing the organizational culture and operations, as well as learning and getting familiar with new tasks at work in different stages of careers. All the members, juniors and seniors, in a peer group can learn from each other equally around the joint objectives – the differences in expertise,
responsibilities and obligations are enriching.
This article answers the questions why, how and what is done and learnt. The article describes the experiences of the staff members of three universities of applied sciences from different disciplines, who gathered to share and learn in peer groups.