ProposalProposalIFinal2 xIntroductionandLiteratureReview.edited3 x
Qualitative Research Methods
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Whatare the perceptions of former and current Greek Olympic Athletes and Administrators towards Olympism? Olympism refers to the philosophy of the Olympic Games, while its fundamental principles are included in the Olympic Charter. Olympism seeks to create a way of life by blending sport with culture, education, international co-operation, and human greatness and possibility (Arnold, 1996). The names of Olympism and Olympic Games have received their name from a Greek town known as Olympia that is located in southern Greece (Reid, 2017). The origin of the Olympic Games’ culture at its birth in ancient years and its transition to the modern era until today will be researched. The research will be based in Greece where Olympic culture was born. In addition, the Hellenic Olympic Committee’s approach towards building the Olympic culture as well as the International Olympic Committee’s approach towards Olympism will be researched. Olympic Games originated in ancient Greece in 776 B.C. and were first organized by Elida community (Kouril, 2013).
Modern Olympics were reborn on Orthodox Greek Easter Sunday of 1896 in Athens, Greece (Cardinal, 2016). In the modern era, the Olympic Games bring the world community together in order to inspire understanding and peace through athletics. During the Olympics, almost all world countries gather for the most remarkable cultural experiment to a captivating association of ultimate respect and extreme nationalism for people from different cultures (Segrave, 2000). The modern Olympic Games are part of the world history and culture that reflected on the economic crises, political tensions, technological developments, and cultural flowerings. The Olympic symbols, including the flag, the national anthem, the flame, and the oath, are always displayed during the Games. The importance of this study will be to understand how those directly involved with the Olympics in Greece perceive the contemporary Olympic movement in comparison to the original Olympic ideals that evolved out of Ancient Greece.
Description of Epistemology
A subjectivist epistemology will be used to research athletes and administrators’ consciousness and perception towards Olympism. Crotty (1998) describes subjectivism as the meaning that human minds assign to their actions without any contribution of the object. Hence, there is no underlying true reality that exists interdependently of perception (Crotty, 1998). Understanding how athletes and administrators connect their inner self and overall actions with the ancient symbols of Olympic Games is of great importance to my project. Subjectivism will aid me in comprehending how the ancient world revived an expressive evolution in conception, belief, and thought. The Olympics may be fundamentally characterized as an exploration for knowledge. It is through subjectivism epistemology that reality can be expressed in many ways and shaped to fit individuals’ purposes. The epistemology of subjectivism will facilitate an understanding of why and how athletes and administrators imply the standards of rational belief. Therefore, I feel that subjectivism would be the most appropriate and effective epistemological stance for specific research question, as it conceptualizes the nature of knowledge. In addition, it facilitates the human exploration of the mind and explains how different meanings are interpreted. Hence, the beliefs of athletes and administrators guiding their actions will be understood too. The subjectivism epistemology will facilitate comprehending why the latter tend to have specific rational beliefs regarding Olympism.
Literature Review
The literature review of the specific research study is divided into three parts, which are given below.
The Olympic Ideals of Ancient Greece
The first part outlines the Olympics’ ideals of Ancient Greece. According to Mares’ (2019) stance on the practical role of philosophy in sports, the procedure of philosophical inquisitive has the control to form the way people think and their respective way of life. There are various forms of connection between sport and philosophy. For example, travelling back to ancient Greece, where the Olympic Games are originated, athletics were a prevalent action not just between normal citizens, but also amongst the philosophers (Mares, 2019). Philosophers like Plato, Socrates, and Aristotle viewed physical activities in the Olympic Games as being part of human life, and, thus, they included such activities in their philosophical education. The thought was that through reasonable sporting practices, athletes attain positive qualities and various types of education. Hence, they turned to become moral residents of the polis, which is the characteristic structure of a community in the ancient Greek world. There are various relationships between philosophy and Olympic sporting described by the philosophers in ancient Greece (Mares, 2019). For example, sporting activities should be considered to have a formative dimension to help human beings develop into good and responsible citizens. In addition, there are plenty of books and articles in ancient Olympic Games, writing about the histories of ancient athletics (Bromberg, 2013).
However, a gap exists among the population of former and current Greek athletes and their respective perception towards Olympism. Undoubtedly, the meaning of Olympism has changed through the years in people’s minds. It would be interesting to research how Greek athletes and administrators perceive Olympism against other nations’ citizens, taking into consideration that the Olympic Games were born in Greece. Then, the perceptions and desires of Greeks towards Olympism today, is of outmost importance.
The Hellenic Olympic Committee
The second part of my literature review outlines the Hellenic Olympic Committee and its mission. According to Pop (2013), the study of Olympic symbols and rituals exposes the understated energy that unites sportspeople and normal people to participate in the contest for Olympic victory. In 2004, Olympic Sports came back to their innovative structure of the competitions in Athens and in the inaugural ceremony; over 4000 years of civilization and culture were reduced into a remarkable revolution (Pop, 2013). Since 1894, the Hellenic Olympic Committee has been responsible for building the Olympic ethos, reassuring the identity reservation of Olympic Games, and overseeing the development, promotion and safeguarding of the Olympic Movement (Hellenic Olympic Committee, 2015).
The Olympic Flame is always relayed under the supervision of Hellenic Olympic Committee, but in recent years debates have arisen from the International Olympic Committee, which challenges the ownership of the ritual (MacAloon, 2012). Chatziefstathiou (2007) wrote that Baron Pierre de Coubertin claimed that modern Olympism was conceived by him between 1894 and 1937. On the contrary, the Hellenic Olympic Committee declares that Olympic Games and Olympism idea were born and developed in Greece (Hellenic Olympic Committee, 2015).
Olympism and the International Olympic Committee
The third part outlines the Olympism and the International Olympic Committee. In the modern tough economic conditions that are being faced by many nations, the London Olympic Games can be considered to be the most positive and important international affair of 2012. The modern Olympics developed to be a main universal happening due to provision from big multinational companies, multinational media companies, national governments, and international organizations who are the key facilitators of globalization (Pop, 2013). These organizations have increased protracted interests in comparison to national organizations because they conduct international agendas and have a collective influence on universal system management.
Farrell (2004), together with a group of other authors, believes that athletes’ perceptions are motivated by some special Olympics. Through a study conducted, it was noted that factors that enhance competence, autonomy, and relatedness are mainly connected to the inspiration of participants in Different Olympics programs (Farrell & Crocker, 2004). These factors included learning skills, positive feedback, demonstrating ability, fun, and choice. Social sustenance from significant others is a considerable aspect linked to participation encouragement. Different Olympic programs offer competitive sports’ possibilities for athletes. Hoge and Dettillo (1995) stated that the programs tend to meet the need for organized physical activities, even for those individuals with intellectual disabilities.
Participation in the Olympic programs is mainly connected with improved self-confidence, self-esteem, overall social capability, and encouraging self-perception (International Olympic Committee, 2020). Participation motives encompass factors that influence start, persistence, and extraction from physical activities and sports. Sport has been credited with teaching positive values and building characters. On the other hand, participation has been criticized for being overly focused on performance enhancement and being indifferent to both the role of sports as a cultural practice and the physical and psychosocial consequences for the athletes (Farrell & Crocker, 2004). This embraces behaviour fundamentals such as intensity, current participation, persistence, and perception, as well as obligation and expectation for the future.
Olympism is a way of life, which is combined and exalted in the qualities of will, mind, and body. By combining sport with education and culture, the Olympic Games pursue in making a life built on happiness; the latter is found in exertion, the instructive worth of moral example, and reverence for worldwide essential ethical principles. Due to this reason, most Olympic Movements focus on, and contribute to structuring a better and more peaceful world. They enlighten youth through sporting activities practiced without discrimination in the Olympic life-force, which needs communal thoughtfulness with solidarity, fair play, and spirit of friendship. Parent et al. (2014) found out that the Youth Olympic Games have focused on creating events that balance sport, culture, and education for young people.
The knowledge of the Games’ experience originates mainly in festival literature that includes setting, people involvement, and management that influence the event experience of athletes (Parent et al., 2014). The facilities’ physical aspect also impacts the experience of the Games, especially for the volunteers. According to Jensen et al. (2014), Olympic Games are regularly defined by athletes as a crucial moment in their future professions. In Sport Psychology literature, the Olympic Games have been highlighted to be very demanding events. Athletes experience restricted freedom, increased media attention, stressed managers and coaches, and mixed choices. Also, being members of multi-sport national teams contributes to the burden and pressure. Most athletes go through unmatched potential distractions such as immense attention from sponsors and media and offers to a variety of sponsored and social events; they are probable to have a substantial effect on the Olympic debut because there are no other major sporting events that match the Olympic Games in scope, significance, or size (Jensen et al., 2014). The special environment faced by the Olympic Games has encouraged practical sport psychology experts to endorse that the Olympics’ preparation be perfected for the distinct challenges and specific events the athletes are most probable to encounter, and that psychological procedure be modified for the precise setting (Arnold, 1996). It is also stressed that no matter the level of preparations undergone for the Games, unpredicted incidents, and events must be anticipated and that athletes have high chances of responding to challenges and situations in ways they did not expect (Arnold, 1996). Therefore, the practical sport psychology mentor should be an integral part of the Olympic support side.
Moreover, Gould et al. (2002) focused on media influences and believe that the Olympic Games are the highpoint in sporting success and achievement for any athlete’s career. The modern athletes do not play a significant role in the general heritage of what the Olympic Games have advanced into over the last 100 years. It has been noted that today there are more media personnel attending the competitions than athletes, broadcasting the Olympics and any related news or issues. The media, in a way, has changed the perceptions of the Olympic culture. Media coverage portrays athletes as a form of entertainment, which could affect the audience’s perceptions concerning the importance of the Games. For example, if media reporting before the Olympic Games of 2012 involved outrages and sensationalism of British athletes, it would not be irrational to imagine the participants to feel bitter about the coverage of the media and have undesirable outcomes on their concentration, inspiration, and performances. Also, encouraging reporting by the media can be negative to athletes’ perceptions and emotions by amplifying pressure to perform at high levels. Currently, there are no confirmed studies that have been presented to have surveyed athletes’ understanding of such positively implied media exposure. According to Phua (2010), the media does not only have some impact and influence on the public, but also on the athletes. For example, the public’s use of media, the technique of access, and the supporters’ identification with their team’s success and failure influence their collective self-esteem. This is because most sports’ enthusiasts recognize their team’s performance and internalize the athletes within the follower’s social media collection.
Based on the research results, indication shows that athletes are all projected to contest in the Olympics having different individual motives, perceptions, and emotions towards Olympism. My dissertation will research all aforementioned subjects and will attempt to enlighten the idea of Olympism through the eyes of Greek athletes and administrators.
References
Arnold, P.J. (1996). Olympism, sport, and education. Quest (00336297), 48(1), 93-101.
Bromberg, J. (2013). Greek athletics and the Olympics by Alan Beale, and: Thinking the
Olympics: The classical tradition and the modern games edited by Barbara Goff, Michael Simpson (review). American Journal of Philology, 134(4), 703–709.
https://doi.org/10.1353/ajp.2013.0041
Cardinal, B. J., Boonchauythanasit, K., Cheung, S. Y., Lee, H., & Si, Q. (2016). The modern
Olympic Games — 1896, 2016 and beyond: Can elite sport spectacles incite
movement among the masses, or do they merely foster spectatoritis? JOPERD: The
Journal of Physical Education, Recreation & Dance, 87(7), 5–8.
Chatziefstathiou, D., & Henry, I. (2007). Hellenism and Olympism: Pierre de Coubertin and
the Greek challenge to the early Olympic movement. Sport in History, 27(1), 24–43.
https://doi.org/10.1080/17460260701231034
Farrell, R., Crocker, P., McDonough, M., & Sedgwick, W. (2004). The driving force: Motivation in Special Olympians. Adapted Physical Activity Quarterly, 21(2), 153–166.
https://doi.org/10.1123/apaq.21.2.153
Hellenic Olympic Committee. (2015). Hellenic Olympic Committee. https://hoc.gr/el/node/3
Hoge, G., & Dattilo, J. (1995). Recreation participation patterns of adults with and without mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 30(4), 283-298.
International Olympic Committee. (2020). International Olympic Committee. https://www.olympic.org/the-olympic-motto
Jensen, R. D., Christiansen, A. V., & Henriksen, K. (2014). The Olympic Games: The experience of a lifetime or simply the most important competition of an athletic career? Physical Culture and Sport. Studies and Research, 64(1), 41-52.
https://doi.org/10.2478/pcssr-2014-0026
Kenshiro Matsunami. (2015). Ancient Olympic Games and the Modern Olympic Games Creation of a new model. Advances in Exercise & Sports Physiology, 21(4), 73.
Kouril, J. (2013). Forgotten heroes of ancient Greek Olympic Games. Ovidius University
Annals, Series Physical Education & Sport/Science, Movement & Health, 13, 766-772.
MacAloon, J. (2012). This flame, our eyes: Greek/American/IOC relations, 1984-2002, an
ethnographic memoir. Sport in Society, 15(5), 595–635.
https://doi.org/10.1080/17430437.2012.693308
Maguire, J., Black, J., & Darlington, B. (2015). “The Day the Flame Came to Town”: The
Olympic flame, symbol, community and commodification. Sociology of Sport
Journal, 32(2), 117-139.
Parent, M. M., Kristiansen, E., & MacIntosh, E. W. (2014). Athletes’ experiences at the
Youth Olympic Games: Perceptions, stressors, and discourse paradox. Event
management, 18(3), 303-324.
Phua, J. (2010). Sports fans and media use: Influence on sports fan identification and
collective self-esteem. International Journal of Sport Communication, 3(2), 190-206. https://doi.org/10.1123/ijsc.3.2.190
Pop, C. (2013). The modern Olympic Games–a globalized cultural and sporting event. Procedia – Social and Behavioral Sciences, 92, 728-734. https://doi.org/10.1016/j.sbspro.2013.08.746
Reid, H. L. (2008, January). Olympic epistemology: The athletic roots of philosophical
reasoning. In Proceedings of the XXII World Congress of Philosophy (Vol. 47, pp. 19-
28).
Reid, H. L. (2017). Why Olympia matters for modern sport. Journal of the Philosophy of
Sport, 44(2), 159-173.
Segrave, J. (2000). THE (NEO)MODERN OLYMPIC GAMES: The revolutions in Europe
and the resurgence of universalism. International Review for the Sociology of
Sport, 35(3), 268–281.
https://doi.org/10.1177/101269000035003002
Running head: RESEARCH PROPOSAL 1
RESEARCH PROPOSAL 2
Reverse mentoring with the 3-H approach: Possibilities and Challenges.
Name or ID Number:
Course:
[Word Count 2000]
Table of Contents
Introduction 3
Background and Context 3
Problem Statement 4
Research Questions 4
Relevance and Importance of the Current Research 4
Literature Review 5
key concepts, Theories and Studies 5
Key Debates and Controversies 5
Gaps in Existing Knowledge 7
References
9
Introduction
Background and Context
Traditionally, mentoring has been done by the senior organizational leaders to the younger generations to help them understand what they are supposed to do to improve their performance. This traditional mentoring has been based on the premise that older employees are more experienced and have much to offer the young generation of workers. However, the emergence of new technologies has reversed how mentoring takes place, and young people have much to offer to the older experienced organizational leaders who are less acquainted with the new technologies. Young people are tech Savvy, especially in digital technology, which has slowly dominated the business world in the last few decades. Therefore, reverse mentoring can, therefore, be defined as how the senior executives in the organization create a professional relationship with their juniors for various reasons. In 2020, the generation of millennials constitutes approximately fifty percent of the working population, a factor that is challenging to the workplace leaders (Cran, 2020). Many executives are currently turning to the Millenials for guidance and insights. Generation Y- has become mentors for older executives who want to remain ahead. This calls for leaders who are both agile and adaptive to the changing business environment.
Reverse mentoring is slowly gaining importance in many organizations because of various factors ranging from the popularity of digital technology to the need for engaging the Millennials. Among the pioneers of reverse mentoring includes Jack Welch, who applied the method to help the senior executives learn about the technology in General Electric in the early 90s (Jordan & Sorell, 2019). It is referred to as reverse mentoring because young people seem to be experienced than the senior executives than it has been traditionally. In the organizations where the employee population constitutes both the Millenials and the baby boomers, the Millenials often feel less recognized, a factor that may compromise their motivation and increase resistance. In such situations, reverse mentoring has also gained popularity.
The three 3-H framework refers to an approach that helps to manage people and issue in a holistic version. The key domains of the farmwork are metaphorically represented by Hand, Head, and Heart. The 3-H framework needs its three domains managed synergistically, efficiently, and effectively to give the best organizational performance. The understanding of any management strategy is highly determined by the framework used to explore it.
Problem Statement
The workplace demographics have changed in recent years, and all generations x, y, alpha, and baby boomers are working together. Technology is also changing drastically, and young generations are embracing it faster than the older generations holding the senior positions in the workplace. This implies that the young generation would be required to work closely with the older generations to ensure the effective application of technology to improve the performance of the organization (Cran, 2019). This fact has made it necessary to apply reverse mentoring to enable the organizational executives to interact freely with their young subordinates and exchange vital ideas for the good of their organizations. However, before embracing reverse mentoring fully, it is important to understand its benefits to the organizations as well as how well it can be applied to leap maximum benefits (Tanevska, & Žnidaršič, 2019). It would also be important to know how the 3-H framework can help to effectively implement reverse mentoring in the organizations. It is, therefore, important to conduct research to determine whether it is worth implementing a reverse mentoring policy and how it needs to be applied to give maximum benefits.
Research Questions
The current research will be guided by the following questions:-
1. Why should organizations implement reverse mentoring, and how can they benefit from it?
2. What are the key antecedents for the effective application of reverse mentoring in the organization?
3. How can the 3-H framework be applied to ensure the effective implementation of reverse mentoring in the organization?
Relevance and Importance of the Current Research
The findings of the current research would be vital in the successful application of new technologies and the promotion of continuous learning in the organization. This will give the organization a competitive advantage over others who do not embrace reverse mentoring. In addition, it would provide the organizations with an idea regarding how Millenials can be fully engaged in the workplace in a manner that they feel recognized and involved in decision making. The application of reverse mentoring would mean that the Millenials and the executive leaders will be interacting closely, a factor that would make them feel valued (Ensher, 2011). The findings of the research will show organizations how they can reduce conflicts between the Millennials and baby boomers, which often result from form misunderstandings due to the generational gap. Therefore, the research can be said to be of great importance to organizational productivity and growth.
Literature Review
key concepts, Theories, and Studies
· 3-H Framework
The 3-H framework provides an effective way of managing organizational issues and its people through a holistic approach. The approach ensures that all the necessary conditions needed to meet the requirements of a holistic management approach are sufficient. It is not possible for an organization to sustain itself without excelling in all conditions posited by the 3-H framework. In this sense, the framework can be seen as an ISO template that guides an organization to develop and execute a holistic strategic approach.
The 3-H denotes three domains of the framework includes heart (H1), which focuses on issues related to the organizational behavior, which may include the management of teams and groups, cross-cultural management, motivation, satisfaction, leadership, management, trust, employee satisfaction, among others. Head (H2) relates to management control and planning, organizational structure, and strategic management. The third domain, Hand (H3), is related to functional practices and strategies such as the role of human resources, which involves training and coaching, performance and compensation, recruitment process, and staffing, among others. It is important to note that, in most cases, the works of literature explores each domain at a time.
· Reverse Mentoring
Reverse mentoring is the opposite of traditional mentoring and involves a junior bright team member entering into a professional friendship with a senior executive to exchange knowledge skills and understanding (Marcinkus, 2011). As mentioned earlier, this relationship is necessitated by the need to motivate the Millennials as well as when anew technology is being implemented in the organization.
Key Debates and Controversies
· Benefits of Reverse Mentoring
Various works of literature have looked at the benefits of reverse mentoring. The findings of the study conducted by Kaše, Saksida, & Mihelič (2019) showed that reverse mentorship only promotes the development of the mentoring skills of the younger mental while the skills of the mentee are mainly driven by intrinsic motivation. In this sense, the reverse mentorship can be seen to benefit the young mentor only and not the older mentee. The findings of this study are contrary to one of the studies conducted by Gadomska-Lila (2020), which showed reverse mentoring to have numerous benefits to both the mentor and the mentee as well as to the organization. The study also found reverse mentoring to be an effective tool for promoting intergenerational relationships, developing leadership. Creating engagement and promoting knowledge sharing in the organization. This notion is supported by Smith (2019), who also associated reverse mentorship with leadership development. These findings suggest a positive relationship between reverse mentorship and leadership development.
Reverse mentoring has been associated with reduced resistance in the workplace. According to Raza (2020), resistance can be dampened and invaluable learning opportunities created when the members of the staff are given an opportunity to share insights and mentor. The author recommends reverse mentoring as one of the mechanisms through which the staff members can be involved in shaping the subcultures within the organization. Reverse mentoring gives the staff access to their leaders and thereby cementing the relationship between organizational leadership and the subordinates. This notion is supported indirectly by Thomas (2019), who reverse mentorship to strengthen leadership by bringing the employee closer. This suggests that reverse mentorship does promote not only the transfer of knowledge between the Millenials and the executive leaders but also promoting the working relationship in the organization.
· 3H Framework can Effective Implementation of Reverse Mentoring
There is no previous literature exploring the application of 3H in the implementation of reverse mentoring. The existing literature seems to explore the domains separately. Among the theories related to the heart domain explored in the literature includes the motivation of employees, leadership, and organizational culture as well as communication in the organization. De Vito et al. (2018) identifies eight theories of motivation, including Locke’s goal-setting theory, Adams’ equity theory, Vroom’s expectancy theory, Skinner’s reinforcement theory, Herzberg two factor theory, McClelland theory, Alderfer-ERG theory, and Maslow theory. The authors recommend the provision of a motivating environment, especially in organizations that do not have the capacity to motivate the employees through monetary means. Concerning the organizational culture, the findings of the study conducted by Chong, Shang, Richards, and Zhu (2018) showed that persuasive influence strategy and supportive leadership style promotes innovation culture and teamwork compared with other leadership styles. The culture-leadership-outcome showed similar results even when reversed to leadership-culture-outcome. Although this information may not be directly related 3-H framework, it provides vital insights regarding how the first domain of the framework may influence the relationship between leaders and followers. Effective organizational communication has also been associated with improved performance. According to Haroon & Malik (2018), communication plays a crucial role in the nurturing motivation of the employee, monitoring the demeanor of the employees, providing a medium for the gratification of social desires. All areas fall in the first H1 of the framework and are likely to influence reverse mentorship in that they mainly focus on the relationship between the organizational leadership and the followers.
The second H (Head) of the framework focus on the management theories applied in organizational studies. Ansoff et al. (2018) define strategic management as a long term management process involving setting objective, analysis of the competitive environment and organization, and the evaluation of various strategies employed by the organization to ensure that the management alines with the employed strategies throughout the organization. This is important in reverse mentorship in that it can help how the management of the organization supports the practice. The third H (hand) relates to the functions of human resources, with the one most related to mentorship being coaching. According to Milner, Milner, & McCarthy (2020), the creation of coaching culture in the organization requires transparency, the involvement of the top management, and the embracement of values, including respect, collaboration, empowerment, and ownership. This information can inform the reverse mentorship because it emphasizes the values that can promote its implementation. Since reverse mentorship involves an older person mentored by a younger one, it would be important.
Gaps in Existing Knowledge
The existing literature relates to reverse mentoring with leadership development. Various authors agree that the engagement of young people in reverse mentoring sharpens their leadership and mentoring skills (Gadomska-Lila, 2020; Smith, 2019; Raza, 2020). However, the study conducted by Kaše, Saksida, & Mihelič (2019) shown this development to take place only on the side of the mentor and not the mentee. Concerning the application of the 3-H model in the implementation of reverse mentorship in the organization, no study has applied it. Other studies explored various issues affecting the performance of the organizations and that they do not utilize the 3-H framework comprehensively. These authors include Chong, Shang, Richards, and Zhu (2018) and Malik (2018), who explores the relationship between supportive leadership and persuasive influence strategy and Malik communication in the workplace. The current literature does not address the research questions, and those exploring the benefits of reverse mentoring are contradictory. The reviewed literature also does not show how the 3-H framework can be applied in the implementation of reverse mentoring or the key antecedents of its application. It is, therefore, important to conduct the current study to address the gaps identified in the current literature.
References
Ansoff, H. I., Kipley, D., Lewis, A. O., Helm-Stevens, R., & Ansoff, R. (2018). Implanting strategic management. New York: Springer.
Chong, M. P., Shang, Y., Richards, M., & Zhu, X. (2018). Two sides of the same coin? Leadership and organizational culture. Leadership & Organization Development Journal. 13 (1), 13-17.
Cran, C. (2019). Reverse Mentoring By Millennials. Leadership Excellence presented by HR.com APRIL 2019, pp. 5-6. Retrieved on October 28, 2020, from,
https://www.hr.com/en/magazines/leadership_excellence_essentials/april_2019_leadership/reverse-mentoring-by-millennials_jtspsu9n.html
De Vito, L., Brown, A., Bannister, B., Cianci, M., & Mujtaba, B. G. (2018). Employee motivation is based on the hierarchy of needs, expectancy, and the two-factor theories applied with higher education employees. IJAMEE.
Ensher, E. A. (2011). Power Mentoring: How Successful Mentors and Proteges Get the Most Out of Their Relationships. Place of publication not identified: Wiley
Gadomska-Lila, K. (2020). Effectiveness of reverse mentoring in creating intergenerational relationships. Journal of Organizational Change Management. 34(2), 18-23.
Haroon, H., & Malik, H. D. (2018). The impact of organizational communication on organizational performance. Journal of Research in Social Sciences, 6(2), 140-151.
Jordan, J., & Sorell, M. (2019). Why Reverse Mentoring Works and How to Do It Right. Harvard Business Review. Retrieved on October 28, 2020, from,
https://hbr.org/2019/10/why-reverse-mentoring-works-and-how-to-do-it-right
Kaše, R., Saksida, T., & Mihelič, K. K. (2019). Skill development in reverse mentoring: Motivational processes of mentors and learners. Human Resource Management, 58(1), 57-69.
Marcinkus W. (2012). Reverse mentoring at work: Fostering cross‐generational learning and developing millennial leaders. Human Resource Management, 51(4), 549-573.
Milner, J., Milner, T., & McCarthy, G. (2020). A Coaching Culture Definition: An Industry-Based Perspective From Managers as Coaches. The Journal of Applied Behavioral Science, 56(2), 237-254.
Raza, A. (2020). Leaders as guardians of culture: how reverse mentoring can improve organizational subcultures. British Journal of Healthcare Management, 26(10), 1-4.
Smith, D. F. (2019). Developing Leaders with Reverse Mentoring. Journal of Financial Planning February 2019, 1(1), 16-19.
Tanevska, G., & Žnidaršič, J. (2019). Reverse mentoring in theory and in practice: A case of an international organization : master’s thesis. Ljubljana: G. Tanevska.
Thomas, R. E. (2019). Strengthening the Leadership Platform Through Effective Mentoring Programs. Conflict Resolution & Negotiation Journal, 2019(1).