Naval service is an apprenticed profession. Experienced sailors mentor their younger shipmates, passing down their hard-earned knowledge and skills, and working side-by-side with the next generation of sailors. This new addition to the Wheel Book series includes some of the best writing on mentoring in the sea services from the past 100 years, offering guidance to sailors who are looking to find a mentor, providing advice to junior officers who are trying to figure out how to mentor their sailors while simultaneously developing their own capabilities, and providing advice and examples for senior leaders who are seeking to encourage mentoring in their command.
In the U.S. Navy, “Wheel Books” were once found in the uniform pockets of every junior and many senior petty officers. Each small notebook was unique to the Sailor carrying it, but all had in common a collection of data and wisdom that the individual deemed useful in the effective execution of his or her duties. Often used as a substitute for experience among neophytes and as a portable library of reference information for more experienced personnel, those weathered pages contained everything from the time of the next tide, to leadership hints from a respected chief petty officer, to the color coding of the phone-and-distance line used in underway replenishments. In that same tradition, the new Naval Institute Wheel Books will provide supplemental information, pragmatic advice, and cogent analysis on topics important to all naval professionals. Drawn from the U.S. Naval Institute’s vast archives, the series will combine articles from the Institute’s flagship publication Proceedings, selections from the oral history collection and from Naval Institute Press books to create unique guides on a wide array of fundamental professional subjects. Command is the pinnacle of leadership in a military organization. Navy regulations define both the authority and the responsibility of command as “absolute.” This Naval Institute Wheel Book provides practical guidance and advice that actual and would-be commanders can use to carry out that absolute authority. Included in this carefully selected collection is the experience of those who have commanded as well as the expectations of those who are commanded. Aspirants as well as practitioners will do well to exploit this selected survey of what Fleet Adm. Chester Nimitz described as the “one purpose” for entering the Navy.
This volume focuses on naval leadership and ethics with respect to the individual leader and how his or her values and actions affect military cohesion, mission success, and the profession of arms. Moving beyond the “right and wrong” of personal ethics to examine the broader field of professional military ethics, this carefully selected collection of relevant materials from the Naval Institute's vast collection of articles recognizes the range of experience, perspectives, and opinions that are found in the sea services and argues that diversity does not preclude acceptance of common core values and standards of performance within any unit. Included are articles by Adm. Arleigh Burke and Vice Adm. James B. Stockdale that speak from long personal experience regarding the topics of integrity and moral courage.
Throughout the history of the U.S. Navy and Marine Corps, leading officers and strategists have advocated for formal colleges and schools for naval officers but have also made the case that true naval professionalism requires a career-long dedication to learning and to self-improvement. This was the impetus behind the very founding of the U.S. Naval Institute by officers who believed that the Navy's lack of support for their education meant they needed to create their own organization for self-study and cooperative learning. Naval luminaries like admirals William Sims and Ernest King continued to campaign for self-study and the personal pursuit of professional knowledge during the twentieth century, distributing lists of suggested books for officers to read and promoting their ideas widely through speeches and published works. While recommending that officers read broadly in pursuit of individual knowledge is an important part of creating a truly educated and professional Fleet and Fleet Marine Force, it is also important for leaders in the sea services to offer mentorship and create opportunities for discourse that encourages group learning. Developing the Naval Mind serves as a how-to manual and syllabus for leaders to create and lead wardroom, ready room, and work center discussion groups across the fleet to create a more educated and professionally engaged Navy and Marine Corps.
When it comes to mentoring, women face more barriers than men. Here's how men can help change that. Increasingly, new employees and junior members of any profession are encouraged—sometimes stridently—to "find a mentor!" Four decades of research reveals that the effects of mentorship can be profound and enduring; strong mentoring relationships have the capacity to transform individuals and entire organizations. But the mentoring landscape is unequal. Evidence consistently shows that women face more barriers in securing mentorships than men, and when they do find a mentor, they may reap a narrow range of both professional and psychological benefits. Athena Rising is a book for men about how to eliminate this problem by mentoring women deliberately and effectively. Traditional notions of mentoring are modeled on male-to-male relationships, yet women often report a desire for mentoring that addresses their interpersonal needs. Women want mentors who not only understand this, but truly honor it. Coauthors W. Brad Johnson and David G. Smith present a straightforward, no-nonsense manual for men working in all types of institutions, organizations, and businesses to become excellent mentors to women, because as women succeed, lean in, and assume leading roles in any organization or work context, the culture will become more egalitarian, effective, and prone to retaining top talent.
Patterned after Strunk and White's classic The Elements of Style, this new edition concisely summarizes the substantial existing research on the art and science of mentoring. The Elements of Mentoring reduces this wealth of published material on the topic to the sixty-five most important and pithy truths for supervisors in all fields. These explore what excellent mentors do, what makes an excellent mentor, how to set up a successful mentor-protégé relationship, how to work through problems that develop between mentor and protégé, what it means to mentor with integrity, and how to end the relationship when it has run its course. Succinct and comprehensive, this is a must-have for any mentor or mentor-to-be.
On Being a Mentor is the definitive guide to the art and science of engaging students and faculty in effective mentoring relationships in all academic disciplines. Written with pithy clarity and rooted in the latest research on developmental relationships in higher educational settings, this essential primer reviews the strategies, guidelines, and best practices for those who want to excel as mentors. Evidence-based advice on the rules of engagement for mentoring, mentor functions, qualities of good mentors, and methods for forming and managing these relationships are provided. Summaries of mentorship relationship phases and guidance for adhering to ethical principles are reviewed along with guidance about mentoring specific populations and those who differ from the mentor in terms of sex and race. Advice about managing problem mentorships, selecting and training mentors, and measuring mentorship outcomes and recommendations for department chairs and deans on how to foster a culture of excellent mentoring in an academic community is provided. Chalk full of illustrative case-vignettes, this book is the ideal training tool for mentoring workshops. Highlights of the new edition include: Introduces a new model for conceptualizing mentoring relationships in the context of the various relationships professors typically develop with students and faculty (ch. 2). Provides guidance for creating a successful mentoring culture and structure within a department or institution (ch. 16). Now includes questions for reflection and discussion and recommended readings at the end of each chapter for those who wish to delve deeper into the content. Best Practices sections highlight the key takeaway messages. The latest research on mentoring in higher education throughout. Part I introduces mentoring in academia and distinguishes mentoring from other types of relationships. The nuts and bolts of good mentoring from the qualities of those who succeed as mentors to the common behaviors of outstanding mentors are the focus of Part II. Guidance in establishing mentorships with students and faculty, the common phases of mentorship, and the ethical principles governing the mentoring enterprise is also provided. Part III addresses the unique issues and answers to successfully mentoring undergraduates, graduate students, and junior faculty members and considers skills required of faculty who mentor across gender and race. Part IV addresses management of dysfunctional mentorships and the documentation of mentorship outcomes. The book concludes with a chapter designed to encourage academic leaders to make high quality mentorship a salient part of the culture in their institutions. Ideal for faculty or career development seminars and teaching and learning centers in colleges and universities, this practical primer is appreciated by professors, department chairs, deans, and graduate students in colleges, universities, and professional schools in all academic fields including the social and behavioral sciences, education, natural sciences, humanities, and business, legal, and medical schools.
Military academies have served youth for more than a century with proud traditions of producing graduates who are scholars, leaders, and athletes who adhere to a code of honor and ethical principles as they take the knowledge, skills, and dispositions gained at those academies into higher education, the business world, military service, civic endeavors, and the broader workforce. There is a current gap and need for research that explores the various components of a K-20 military school/college education and how those components successfully produce leaders of character for our military, civic, academic, and business worlds both in the United States and abroad. The Handbook of Research on Character and Leadership Development in Military Schools synthesizes research on the impact of military academies by providing a singular compendium of current academic studies on the graduates of military academies and the communities of which they enter after graduation. The chapters will explore the academics, leadership, character development, citizenship, athletics, and other dimensions of both global and national, and both private and public, military academies. This book is ideal for current leaders, staffs, governing board members, and alumni of military academies both in the United States and internationally along with policymakers, government officials, practitioners, researchers, academicians, and students interested in the implications of character and leadership development on individuals enrolled in or graduated from military schools.
