Rekar-Munro, Carolin

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Dr. Carolin Rekar Munro is a professor and the intellectual lead for leadership and human resources for the Faculty of Management. She has collaborated with leaders in the public and private sectors in areas such as change management, organizational renewal, strategic planning, performance management, leadership development, succession planning, and team building. Her published work includes bridging multi-generational differences; developing and sustaining high performing teams; ROI from training initiatives; leadership models for transitioning teams to interdependence; wellness management of HR practitioners; and mentoring Generation Y. She is currently conducting research in two areas: 1) exploring how Generation Y plans to shape the organizational landscape globally; and, 2) the needs and expectations of Generation Z as they prepare to enter the labour market.


Recent Submissions

Now showing 1 - 2 of 2
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    Mentoring needs and expectations of Generation-Y human resources practitioners: Preparing the next wave of strategic business partners
    (Journal of Management Research, 2009) Rekar-Munro, Carolin
    As organizations prepare for the arrival of Generation-Y HR practitioners as the next generation of strategic business partners in our 21st century workplaces, questions ignite about Generation-Y’s values and aspirations, and how we can engage them in our workplaces. At the forefront of organizational initiatives is mentorship which has resurged as a leading employee development tool. The purpose of this paper is to: examine the benefits of mentorship and the challenges and opportunities of Generation-Y engagement in the workplace; present results from a study on mentoring needs and expectations of Generation-Y HR practitioners; and; present a mentorship model built on collaboration and an action research framework. Surveys, focus groups, and one-on-one interviews with 452 participants generated robust data on the needs and expectations of Generation-Y in the formative years of their careers. Results are presented in the following thematic areas: competency profile of effective mentors, framework for mentor-protégé working relationships, anticipated outcomes of mentoring, approaches to learning and development, e-mentoring, and protégés’ contributions to mentoring relationships. Findings reveal that mentoring is vital to development of the competencies for senior HR accountabilities and for understanding how HR fulfils strategic mandate. To achieve this mandate a five-phase mentoring model is proposed with an emphasis on sparking synergy between Generation-Y’s personal values and organizational objectives. The need for mentorship programs with a strategic orientation is timely as HR continues to assert its leadership presence at the boardroom table and prepares the next generation of HR practitioners under whose leadership global communities will thrive.
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    "Best practices" in teaching and learning: Challenging current paradigms and redefining their role in education
    (College Quarterly, 2005) Rekar-Munro, Carolin
    With pervasive and persistent changes affecting education, educators are called to challenge current paradigms about best practices in instructional design and delivery and redefine how they are integrated into the curriculum. The purpose of this article is to introduce a model designed to support the new paradigm for best practices in education. The model recognizes the transformational nature of teaching and learning, and equips educators with the tools to proactively and continuously adapt to change. Implications for practice include developing curriculum that meets learner orientations and responds to labour market demands for program currency and graduate preparedness. The term "best practices" has become standard nomenclature pervading the teaching and learning discipline. As educators, we refer to best practices as our toolkit of classroom activities, strategies, and techniques developed over years of honing our craft and sharing our expertise with colleagues. Armed with exemplary teaching practices, we strive to motivate learners and enhance the enjoyment and effectiveness of learning (PE Central, 2002). Dialoguing about best practices to discern the most effective teaching tools is a central theme at professional development conferences and around the proverbial water cooler in the workplace. We engage in the continuous exploration for and experimentation with the practices that define excellence in our profession.