The business world presently relies on organizational theories and leadership models to dictate the performance of workers. Past scholars have succeeded in presenting powerful approaches for engaging followers, supporting their demands, and increasing productivity. For instance, Abraham Maslow’s hierarchy of needs theory has become a critical tool in supporting organizations and improving the level of performance. Similarly, leadership concepts have become critical and capable of empowering individuals to achieve their potential. Experts in the world of business should be on the lookout for new concepts, ideas, and frameworks that can deliver additional gains and help firms maximize their profits. The basis for the intended research is to identify and describe some of the best models for transforming organizational performance.
Justification
The present study revolves around the idea of mentorship in the world of business. Over the past few centuries, leaders and managers in different business sectors have been focusing on various tools to empower and guide employees to deliver positive goals. Specifically, the implementation of leadership theories depending on the intended situation or challenge has remained critical. Professionals who embrace such an approach deliver timely results and guide their workers to improve organizational performance (Baker, 2016). However, managers in different companies and emerging firms find it hard to guide their workers more efficiently (Ryken, 2015). This challenge exists due to the fact that such theories might not be designed to support learning and ensure that timely results are recorded.
Modern scholars are presently focusing on emerging ideas that resonate with the demands of different followers. For instance, leaders in the business world have been on the frontline to identify emerging concepts from the fields of theology, education, and medicine to transform organizational performance. One of the recognizable frameworks in the fields of business management and child development and pedagogy is St. Augustine’s pedagogical principles (Barshinger, 2018). This model indicates that students are usually capable of achieving positive results when educators are aware of their followers’ attention span issues. This consideration can guide the involved professionals to guide them to rediscover their potential. Such students will also be in a position to embrace and comprehend things that are in accordance with their expectations. Teachers should focus on the idea of simplicity to introduce familiar concepts.
Properly managed and organized classrooms help students acquire additional knowledge. The prism by St. Augustine indicates that the absence of engage will affect the process and result in negative outcomes. The consideration of the best approaches for continuous engagement will ensure that timely results are recorded. Teachers who take time to explore the situations and demands of the targeted teachers will result in a superior model for information presentation (Janssen et al., 2018). Educators using the prism will monitor the key factors contributing to learners’ quietness and shyness. This approach will help them be aware of the major forces contributing to the learning dynamics. Business environments can emulate or mimic such classrooms to support the realization of timely results.
Mentorship in the field of business remained underdeveloped due to the absence of practical concepts and theories. For instance, Moores (2018) believes that many professional leaders only rely on their current and past philosophies to guide their followers. Some engage in decision-making activities that resonated with the targeted outcomes. The implementation of these efforts has helped address some of the recorded gaps in the anticipated level of employee performance. Despite the effectiveness of these processes, it is evident that some gaps still exist that dictate the overall outcomes of the targeted followers. Without proper mentorship programs, it becomes hard for workers to make decisions that resonate with the outlined organizational goals.
Scholars and analysts believe that St. Augustine’ pedagogical prism is a powerful tool that could be applied in different fields to support the deliver sustainable results. For instance, Masehela and Mabika (2017) observed that learners in classrooms who wanted to achieve their educational goals shared several features with employees in a given organization. Such individuals worked in environments characterized by unique cultural attributes, training materials, and outlined vision or goals (Baker, 2016). For practical purposes, the provision of additional instructions and the promotion of an effective work-life balance could guide the process and support the delivery of positive results. Organizational leaders can embrace the model to mentor their workers to become more empowered and ready to accomplish their tasks much faster.
With this kind of information, the intended research study is intended to examine the universally of St. Augustine’s learning principles in the field of business. The study will analyze the increasing demand for mentorship in different business fields. By treating employees as students, organizational leaders can introduce the principles of faith and empower them to obtain new ideas through continuous learning, involvement, and communication (Lamp, 2018). Inclusion of mentors in working environments could become an evidence-based approach for addressing challenges and ensuring that timely results are recorded in a timely manner.
For many years, leaders in various business industries have struggled with the process of presenting information and guidelines in a manner that is comprehensive and capable of improving pedagogical knowledge (Albaqami, 2016). This fact reveals that a theoretical gap exists that makes it impossible for leaders to apply a practical approach that is capable of mentoring more followers. The consideration of various Christian principles can, therefore, help address this gap and take business mentorship to the next level. Conybeare (2017) observes that virtue principles and ethics are founded on religious teachings. Within the past century, companies and organizational leaders have embraced these ideas to guide their workers and support the delivery of timely results. These developments and achievements reveal that the global society is capable of achieving additional goals by focusing on ideas that resonate with the demands of both customers and employees (Memon et al., 2015). These trends reveal that St. Augustine’s principles could be applied in different organizations to support and improve mentoring processes.
Past scholars have failed to consider the effectiveness of the prism of Augustinian pedagogical principles and how it could be applied in the field of business mentorship. While the model remains practical in different learning settings, researchers have not considered with finality how managers can apply it to promote mentorship and empower followers to improve the level of comprehension and succeed in their respective fields (Hollywood et al., 2016). When completed successfully, the current study will help leaders and mentors in business firms empower their followers and improve their contributions to their respective fields (Kanu, 2019). The research is trying to expand organizational mentorship practices and ensure that they guide companies to record increased profitability.
Concluding Remarks
The proposed study seeks to present the prism of St. Augustine’s pedagogical principles as a powerful model for transforming mentorship practices and processes. The project is expected to offer evidence-based concepts that can help business mentorship focus on their employees’ needs and empower them accordingly. The emerging insights from the finished project will present a new operational framework for transforming mentorship programs and helping workers to become more involved in their respective firms.
References
Albaqami, T. (2016). Mentoring as performance management tool. International Journal of Scientific & Engineering Research, 7(4), 627-631. Web.
Baker, S. J. (2016). The Augustinian values institute: Preserving a legacy of Augustinian education. Journal of Catholic Education, 19(3), 221-243. Web.
Barshinger, D. (2018). Augustine on teaching and salvation history. Exploring Church History. Web.
Conybeare, C. (Ed.). (2017). Augustine’s rhetoric in theory and practice. Oxford.
Hollywood, K. G., Blaess, D. A., Santin, C., & Bloom, L. (2016). Holistic mentoring and coaching to sustain organizational change and innovation. Crieghton Journal of Interdisciplinary Leadership, 2(1), 32-46. Web.
Janssen, S., Tahitu, J., van Vuuren, M., de Jong, M. D. T. (2018). Coworkers perspectives on mentoring relationships. Group & Organization Management, 43(2), 245-272. Web.
Kanu, I. A. (2019). Augustine’s pedagogy: Religio-humanistic perspective. Journal of Applied Philosophy, 17(1), 45-53. Web.
Lamp, M. (2018). Beyond pessimism: A structure of encouragement in Augustine’s City of God. The Review of Politics, 80(4), 591-624. Web.
Masehela, L. M., & Mabika, (2017). An assessment of the impact of the mentoring programme on student performance. Journal of Student Affairs in Africa, 5(2), 163-182. Web.
Memon, J., Rozan, M. Z. A., Ismail, K., Uddin, M., & Daud, D. (2015). Mentoring an entrepreneur: Guide for a mentor. SAGE Open, 1(1), 1-10. Web.
Moores, L. K. (2018). Working with a mentor: Effective strategies during fellowship and early career. Chest, 153(4), 799-804. Web.
Ryken, L. (2015). Augustine’s confessions. Crossway, 2015.