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BA MA PGCert PhD MCIPD FIH
Business and Management
Oxford Brookes Business School
+44 (0) 1865 483837
Currently I am a senior lecturer in the International Centre for Coaching & Mentoring Studies (ICCaMs). My main activities include teaching and supervising on our Doctorate in Coaching & Mentoring, MA in Coaching and Mentoring Practice and the MA/MSc programmes in Human Resource Management. I also undertake doctoral research supervision across the Business School.
I also support the delivery of our ILM Level 7 in Executive Coaching and Mentoring certificate and organise the Oxford Brookes Coaching & Mentoring Society (OBCaMs) network events across the academic year. I am a member of the core team of the PESE Sustainable Mentoring schemes initiative at Oxford Brookes University and lead the STAMINa Mentoring Network which focuses on sharing best practice across mentoring schemes and offering support to mentoring scheme coordinators.
Prior to my current role I was the Programme Lead Postgraduate Programmes Hospitality (September 2011-2015) and an Oxford Brookes Teaching Fellow 2012-2014. In this role I have led and managed Postgraduate Programmes redevelopment and validation projects working with large and small teams across academic and administrative areas within the Faculty and across the wider University.
In 2008/9 I founded the Bacchus Mentoring programme – where 200 industry executives mostly Alumni act as mentors for PG and UG students - for more information see Video of Bacchus Mentoring scheme, Bacchus Mentoring Scheme in the Food Service Management sector, Oxford Brookes University - Bacchus Mentoring Scheme . I have supported several other University departments (Accountancy, Real Estate and Law) in setting up and running Alumni mentoring schemes for students transitioning from postgraduate and undergraduate programmes.
P58874 MSc/MA Leading, Managing & Developing People
P57506 MA Coaching & Mentoring in Organisations
Doctoral Research Design – taught doctorate component module
I have also led and tutored on the following modules:
Doctoral Supervision and Internal Examiner duties
I am currently supervising
PhDs on the topics of coaching and talent management, expatriation and localisation, IHRM and academia, alternative forms of organising, HRM, service quality and knowledge sharing
DCaMs on the topics of coaching and mentoring for women's development, coaching and mentoring organisations, group coaching and coaching for self-belief
I have successfully supervised 5 Doctorates in Coaching and Mentoring (DCaM) and 2 PhDs at Oxford Brookes University.
Washington, R. How does a developmental mentoring model prevent toxicity? Doctorate in Coaching & Mentoring - Second Supervisor
Worth, S. An exploration of how coaching can help women to be authentic at work, Doctorate in Coaching & Mentoring - Second Supervisor
Towell, M. Coaching in appraisal conversations and improvements in performance at work, Doctorate in Coaching & Mentoring - Second Supervisor
Salter, T. How the mentor and coach differ in their approach, Doctorate in Coaching & Mentoring - Director of Studies
De Valle, P. Breaking Glass: An exploration of women’s experience of executive coaching and mentoring, Doctorate in Coaching & Mentoring - Director of Studies
Bonneywell, S. Exploring the experience of simultaneous individual and group coaching of female leaders in a multinational organisation, Doctorate in Coaching & Mentoring, 2017 - Director of Studies
Pereira, P. Work-life Performance: A Male Professional Perspective on Work-life Balance PhD – Director of Studies
Situmorang, R. Exploring the expatriation and localisation of managers in the international hotel industry: a case study from Jakarta, Indonesia, PhD – Director of Studies
External Examiner duties
I have externally examined at Doctoral level at the University of Derby, the University of Leicester, Northumbria University, Southampton Solent University, the University of Raboud, Nijmegen, The Netherlands and Sheffield Hallam University.
My research builds upon my doctoral thesis and previous experiences and centres around the themes of
Coaching and Mentoring
- Coaching for Wellbeing
- Coaching and Mentoring in Organisations
- Mentoring scheme coordination and sharing best practices across mentoring schemes
International Human Resource Management and Development
- The development and management of international managerial resources
- Risk management and IHRM
Doctoral Research Supervision
- Experiences of supervising doctoral students across traditional and professional doctorates
International Centre for Coaching & Mentoring Studies
ESRC IAA Knowledge Exchange Dialogue: Sharing Good Practice in Mentoring scheme growth and sustainability, awarded July 2016 – in collaboration with the Radcliffe Department of Medicine, University of Oxford and the University of Reading. This has led to the development of the STAMINa network for mentoring scheme sustainability
Completing fieldwork for ISGrant ‘Supervising Doctorates: Exploring and comparing experiences of supervisors’ encounters with PhD and Professional Doctoral candidates, Business School, ISG Round 11 April 2016
STAMINa mentoring network - sharing good practice across mentoring schemes and supporting mentoring scheme coordinators
Supervising Doctorates: Exploring and comparing experiences of supervisors
The Skilled Coachee - with EMCC research colleagues
There has been in a shift in mentoring where more organisations, whether they are based in the private, public or third sector, are using mentoring schemes to tackle issues of development and disadvantage. This ‘turn’ in mentoring from private, informal relationships to organised formal relationships is achieved through formal mentoring initiatives or schemes. This study provides a deeper understanding of the size, scale and practices of formal mentoring schemes where previously the focus has been practitioner literature on how to run schemes or schemes operating in specific sectors.
Using a mixed methodology approach the study highlights key issues pertaining to the foundations of formal mentoring schemes, their processes and practices and the people who coordinate the mentors, mentees, stakeholders, funders and wider beneficiaries. A framework of the three P’s is developed where the first ‘P’ is the ‘Purpose’ of schemes and captures the diversity of issues that formal mentoring schemes attempt to address. The focus of the stated purpose of schemes appears to be the driving force behind their engagement with stakeholders and operations. However, this theme of purpose also identifies how schemes have to tackle issues of intersectionality to connect with participants and those who fund formal mentoringinitiatives. The durability of formal mentoring schemes also tells a mixed story of triumph over uncertainty and cost-conscious ways of operating which may not always play in favour of smooth processes. The second ‘P’ is the ‘Practicalities’ of formal mentoring schemes and highlights the forms of mentoring adopted byschemes as well as the processes and practices used to deliver schemes. The challenges of juggling practical administrative tasks, alongside the support of personal relationships, and more strategic scheme promotion and fundraising is highlighted here. Finally, the third ‘P’ of ’People’ relates to those who have previously been obscured in most research on formal mentoring schemes; mentoring scheme coordinators. This investigation reveals the extent of knowledge and expertise used and developed by mentoring scheme coordinators and their experiences which makes this a potentially rewarding role that can also be isolating. We conclude by highlighting the understanding the research brings to the field of mentoring and reflecting on some of our research decisions and deliberations. We also suggest next steps in practical and more strategic terms for our burgeoning understanding of formal mentoring schemes and their management.
Mentoring is often identified as a flexible practice that supports the socialisation of newcomers. Within international organisations high levels of managerial mobility creates specific issues in relation to expectations of serial socialisation. This article explores the forms of mentoring which Human Resource Management (HRM) executives’ advocate to help socialise managers in an international industry. In-depth interviews were utilised to identify the ways in which mentoring is used formally and informally to support the socialisation of managerial resources. The results highlight the contribution mentoring can make as part of the recurrent socialisation managers face, in particular where international companies require high levels of mobility. The implications for HRM practitioners and other executives are evident in the capacity formal and informal mentoring has to abet frequent socialisation, enhance managers’ professional networks and act as organisational glue. Further research is warranted on the exact mentoring experiences which managers themselves value in their international careers and the extent to which organisations can capitalise on mentoring interventions.
Given the challenges of developing inter-culturally competent, digitally literate, team players amidst a realm of other postgraduate competencies this paper outlines the initiative developed by academic teams from three European institutions. The paper outlines the virtual intercultural collaboration and its development and then reports on the results of a survey conducted with participating students from two years of the initiative. Students' perceptions of the generic value of specific skills sets in virtual team working and intercultural competence are identified as well as their views of the specific project's capacity to develop their own skills in the relevant areas, are explored. The results suggest that since social media, team work and intercultural interactions seem to be ever present dimensions of the contemporary world of work it appears to be important that students encounter meaningful virtual and intercultural learning opportunities during their postgraduate management studies. Finally this paper highlights the value of inter-programme teaching and learning collaborative activities between European higher education institutions.
Purpose - Coaching and mentoring have emerged as important interventions as the role of helping relationships have gained prominence in human resource development. However, there appear to be contexts where one or other is preeminent, without consistent explanation of their suitability. Such inconsistency arguably creates confusion and doubt about these interventions and their efficacy notably amongst those who commission such interventions and their potential beneficiaries. This study focuses on this inconsistency of coaching or mentoring by exploring practitioners’ approaches within six disciplines: executive coaches, coaching psychologists, sports coaches, mentors of leaders, mentors of newly qualified teachers and mentors of young people, with the aim of assisting those seeking support with development.
Design/methodology/approach – This exploratory study was undertaken using a qualitative methodology where in-depth interviews were completed with experienced practitioners to elucidate their approaches and practice.
Findings - The findings show that approaches may be discipline-specific where practitioners specialise in a particular type of coaching or mentoring requiring distinctive knowledge and/or skills. However, the sharing of good practice across disciplines and the value of understanding the common dimensions which emerged is also evident, providing clients and those who commission coaching and mentoring with reassurances regarding the nature of these helping relationships.
Research limitations/implications – As the research focused only upon the practitioners’ experiences of their work in these disciplines, it is vital that the mentees’ and coachees’ experiences are captured in future research. There is also value in further exploration of the model developed.
Practical implications – By deploying the model concerned the future development of these interventions suggests practitioners can expand their capacity and scope by adopting interdisciplinary and multidisciplinary approaches.
Originality/value – By directly exploring the shared and distinctive approaches of coaching and mentoring practitioners in six contexts this study provides opportunities to understand where practitioners can benefit from imparting best practice across these interventions and highlighting specific aspects for their context.
Keywords Coaching, Mentoring, directive/non-directive approaches, deficit/developmental mind-sets
Paper type Research paper
In the strategic human resource management (SHRM) field three approaches have dominated, namely, the universal or best-practice, best-fit or contingency and resource-based view (RBV). This study investigates evidence for the simultaneous or mixed adoption of these approaches by eight case study firms in the international hotel industry. Findings suggest there is considerable evidence of the combined use of the first two approaches but that the SHRM RBV approach was difficult to achieve by all companies. Overall, gaining differentiation through SHRM practices was found to be challenging due to specific industry forces. The study identifies that where companies derive some competitive advantage from their human resources and HRM practices they have closely aligned their managers’ expertise with their corporate market entry mode expertise and developed some distinctive, complex and integrated HRM interventions, which have a mutually reinforcing effect.
– The purpose of this paper is to explore the value of an alumni and employer engagement mentoring initiative in a hospitality and tourism school within a UK university.
– The paper uses the survey method and interviews to provide qualitative and quantitative data on the participants’ reactions to the initiative.
– The main components of successful mentoring programmes; matching, preparation, interaction and evaluation are explored to help identify the long‐ and short‐term challenges and benefits of mentoring students as they transition into the graduate labour market. The findings highlight the benefits to mentors and mentees and the challenges for ensuring participant engagement and ongoing development. The article concludes with an agenda for further mentoring developments in the midst of the dynamic challenges facing UK higher education institutions and the hospitality and tourism industry.
– The article highlights the importance of a systematic approach to developing a mentoring programme and engaging industry in a distinctive way with the transitioning of undergraduates into the workplace.
– This article offers unique evidence of an employer engagement initiative aimed at supporting sector specific management graduates as they transition from university into industry.
Gannon, J.M. (2017) The Forgotten Custodians, Research Matters, Coaching at Work, 12, 3, May, 2017 pp.54-55
I have advised a variety of organisations on the following topics: employment conditions, gender and diversity, coaching and mentoring interventions, how to develop and sustain mentoring schemes, internationalisation, professional development
I have undertaken a variety of consultancy projects including
Gannon, J.M. (2017) “Mentoring scheme coordinators – lost voices" presented at UfHRD conference University of Lisbon, Portugal.
Bonneywell, S. & Gannon, J.M. (2017) "Simultaneous individual and group coaching: a powerful development mechanism for women in a multinational organisation" presented at UfHRD conference University of Lisbon, Portugal.
Invited speaker on “Mentoring programme Sustainability” at the Mentoring Professionals Conference, at The University of Manchester
Gannon, J.M. (2016) “Doing it for themselves: Mentoring and Corporate: Socialisation control in International Hotel Companies” presented at UfHRD conference Manchester Metropolitan University.
Worth, S and Gannon, J.M. (2016) “Learning together – first experiences on a professional doctorate: perspectives from students and supervisors”, presented at 5th International Conference of Professional Doctorates, Titanic Belfast, March
Gannon, J.M. Santoma, R. & Rodriguez, Z. (2015) “Simulating The Intercultural and Virtual World Of Work For Postgraduate Hospitality And Tourism Management Students”, Full paper accepted for EuroCHRIE, Manchester Metropolitan University, delivered by Dr R Santoma
Gannon, J.M. Santoma, R. & Rodriguez, Z. (2014) “Simulating The Intercultural and Virtual World Of Work For Postgraduate Hospitality And Tourism Management Students”, Full paper accepted for 2nd International Forum on Tourism Education and Training and 9th China Tourism Forum, Guilin, China 16-18 Oct 2014 Guilin, China – being delivered by Dr R Santoma
Gannon, J.M. Santoma, R. & Rodriguez, Z. (2014) “Developing Intercultural and Virtual Team working skills in International Hospitality & Tourism Masters students”, International Research Collaboration Conference, Oxford Brookes University, Oxford, UK.
Gannon, J.M. (2010) “Developing Tomorrow’s Talent: Tales from an Undergraduate Mentoring Programme” full paper presented at the CHME Research conference, University of Surrey, UK
Gannon, J.M. (2009) “The role of managers in knowledge transfer and capability leverage across the international hotel industry: the HRM perspective” work in progress paper presented at the 4th International Conference on Services Management, Barcelo Hotel, Oxford.
Gannon, J.M. (2007) “Levels of HRD across Global Competitors in International Service Organisations” full paper presented at the 8th International Conference in HRD Research and Practice, Oxford Brookes University
Graves, S.C. & Gannon, J.M. (2007) “Managing Managers and Risk in the International Hotel Industry” full paper presented at the CHME Research conference, Oxford Brookes University
Gannon, J.M. (2007) “The Role of Strategic Groups in understanding Strategic Human Resource Management in the International Hotel Industry” - full paper presented to 22nd Workshop on Strategic Human Resource Management EIASM Brussels
Gannon, J.M. (2006) “Educating for an International Industry: The Case for Intercultural awareness and skills teaching on Hospitality and Tourism Management programmes” presented at the SIETAR UK Middlesex University
ESC Dijon Burgundy – Excellence in Pedagogy week – February 2014 in Talent Management,
TSI Igansi ESADE Barcelona & Hotel Management School Maastricht – Masters in Innovative Hospitality Management in Intercultural skills development – from 2007- 2015.
University of Huddersfield - International Human Resource Management, and
Leeds Beckett University - Talent Management and International Human Resource Management (2010-2016)
Associate editor for the International Journal for Evidence based Coaching and Mentoring.
Rgular reviewer for: International Journal of Human Resource Management; Work, Employment & Society; Personnel Review; Education + Training; Equality, Diversity and Inclusion: an international journal; the International Journal of Hospitality Management and the International Journal of Contemporary Hospitality Management.
Judie joined the School in 2000 after five years at the University of Huddersfield. Her teaching and research interests are focused on the internationalisation of hotel companies, their human resources strategies and managerial career profiles. In 2009 she instigated and led the development of the Bacchus Mentoring programme (http://vimeo.com/31952883) where final year students are mentored by executives from across the hospitality and tourism industry. In 2011 Judie became an Oxford Brookes Teaching Fellow and extended the mentoring to include first year undergraduates and also became the Programme Lead for the four Masters Programmes in OSHM.
Judie has written and presented several academic and practitioner papers in this area. She holds a MA in Industrial Relations from the University of Warwick and is an active member of the Chartered Institute of Personnel & Development. Her PhD explored the development of international hotel companies and the implications for managerial development and resourcing. She also completed a PG Cert in Coaching and Mentoring, and supervises students for the Doctorate in Coaching & Mentoring.