Roesch A, Rishel Brakey H, Tigges B, Sood A, Soller B
University of New Mexico.
University of Maryland-Baltimore County.
Chron Mentor Coach. 2024 Oct;8(3):741-747.
Developmental networks comprise individuals (i.e., developers) who take an active interest in and concerted action to advance protégé's career. Research demonstrates that the social composition and characteristics of developmental networks change over time as protégés' careers evolve. However, little qualitative research explores if, how, and why developmental networks change. This analysis examines why protégés change or maintain connections to their developers, focusing on social constraints and deliberative actions. Using an exploratory qualitative approach, we explored the reasons that university faculty respondents changed their developmental networks over time. We considered the potential for individual/developer characteristics and structural constraints on relations between developers and protégés (e.g., job change) to understand how and why respondents added, maintained, or dropped developers from their networks. We conducted 56 semi-structured interviews with faculty mentors and mentees from three universities and the Mountain West Clinical and Translational Research Infrastructure Network, enrolled in a larger study of mentor training interventions. Respondents discussed how their developmental networks changed over 30 months. Self-reported network maps at baseline, 12, and 24 months were used to augment these interviews by showing who was in their network at these time points. Decisions about stability or change in networks mainly appeared unrelated to strategic decisions based on respondents' goals or identified network gaps. Instead, themes related to consistency or change included personal reasons (e.g., position change by respondent), or the personal or situational characteristics of the developer such as: being supportive and trustworthy; a collaborator on projects; genuinely caring; having similar experiences, goals, or values as respondent; social and work overlap; and time or capacity changes (e.g., developer retiring). Our findings establish the rationale for developing and implementing a structured, evidence-based networking intervention to educate faculty on intentionally changing developmental networks based on action plans.
发展网络由那些对被保护者的职业发展积极关注并采取一致行动的个人（即发展者）组成。研究表明，随着被保护者职业生涯的发展，发展网络的社会构成和特征会随时间而变化。然而，很少有定性研究探讨发展网络是否、如何以及为何发生变化。本分析考察了被保护者为何改变或维持与发展者的联系，重点关注社会约束和审慎行动。我们采用探索性定性方法，探究了大学教师受访者随着时间推移改变其发展网络的原因。我们考虑了个人/发展者特征以及发展者与被保护者之间关系的结构约束（如工作变动）的可能性，以理解受访者如何以及为何在其网络中增加、维持或剔除发展者。我们对来自三所大学以及山区西部临床与转化研究基础设施网络的教师导师和学员进行了56次半结构化访谈，他们参与了一项关于导师培训干预的更大规模研究。受访者讨论了他们的发展网络在30个月内是如何变化的。通过展示在基线、12个月和24个月时其网络中有哪些人，使用自我报告的网络地图来辅助这些访谈。关于网络稳定性或变化的决策似乎主要与基于受访者目标或已确定的网络差距的战略决策无关。相反，与一致性或变化相关的主题包括个人原因（如受访者职位变动），或发展者的个人或情境特征，例如：支持他人且值得信赖；项目合作者；真心关怀他人；与受访者有相似的经历、目标或价值观；社交和工作有重叠；以及时间或能力变化（如发展者退休）。我们的研究结果为制定和实施一种结构化的、基于证据的网络干预措施提供了理论依据，该措施旨在教育教师根据行动计划有意地改变发展网络。
