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Relevant bibliographies by topics / Mentor

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Academic literature on the topic 'Mentor'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 June 2025

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Journal articles on the topic "Mentor"

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Djerassi, Carl. "Who will mentor the mentors?" Nature 397, no. 6717 (1999): 291. http://dx.doi.org/10.1038/16786.

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Harry, Vickie, Martha M. Ritter, and Nik Swoboda. "Here Mentor … Mentor… Mentor…" Gifted Child Today Magazine 15, no. 3 (1992): 47–49. http://dx.doi.org/10.1177/107621759201500314.

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Lejonberg, Eli, Eyvind Elstad, and Knut-Andreas Christophersen. "Mentor education: challenging mentors’ beliefs about mentoring." International Journal of Mentoring and Coaching in Education 4, no. 2 (2015): 142–58. http://dx.doi.org/10.1108/ijmce-10-2014-0034.

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Purpose – The purpose of this paper is to highlight university-based mentor education as a negative antecedent to mentors’ beliefs which are consistent with judgementoring (Hobson and Malderez, 2013). The concept of beliefs consistent with judgementoring (evaluative or judgemental mentoring) is introduced as a quantitative construct which is then used as a dependent variable. The concept of “folk mentoring” is introduced to theorise why and how mentor education may challenge mentors’ beliefs about mentoring. Design/methodology/approach – Structural equation modelling of cross-sectional survey data is used to estimate and compare the strengths between mentors’ perceived self-efficacy, role clarity, experience and education as independent variables and beliefs about mentoring aligned with judgementoring as the dependent variable. The survey was completed by 146 mentors who attended mentor education programmes in universities and university colleges across Norway. Findings – The findings indicate that mentor education contributes to lower levels of beliefs consistent with judgementoring and strengthens mentors’ awareness of their role as a mentor. Higher levels of self-efficacy related to the mentor role were associated with stronger beliefs consistent with judgementoring. Mentor experience was not associated strongly with any tested variable. Research limitations/implications – This paper identifies new questions pertaining to the effects of mentor education and variables associated with judgementoring. Omitted variables might have influenced the explored models and the methods used do not allow us to determine causal relationships. Originality/value – Taking an approach based on social exchange theory, the authors describe judgementoring as a form of mentoring that hampers potential exchanges which would enable mentoring to contribute to professional development. This paper provides new insights into judgementoring by introducing it as a quantitative construct, by testing relevant antecedents and by introducing the concept of “folk mentoring”. Mentor education is highlighted as a potential moderator of mentors’ beliefs in judgementoring.

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Akande, Adebowale. "The Mentor Mystique: “Everybody Who Makes It Has a Mentor or Mentors”." Equal Opportunities International 12, no. 3 (1993): 4–9. http://dx.doi.org/10.1108/eb010600.

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Okurame, David E. "Group Differences in the Resolve to Mentor of Potential Mentors." IBADAN JOURNAL OF THE SOCIAL SCIENCES 7, no. 2 (2009): 143–53. http://dx.doi.org/10.36108/ijss/9002.70.0260.

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This study examines the resolve to mentor of individuals with no mentors, with male mentors, and with female mentors, using a sample of 70 male and 70 female potential mentors in the Nigerian work environment. Descriptive statistics showed that the greatest level of resolve to mentor was made by respondents in the female mentor group, followed by those in the male mentor group; the least was by respondents in the no mentor group. Results of one way analysis of variance revealed a significant difference in resolve to mentor of respondents in these groups. The source of the significant difference was the low resolve to mentor in the no mentor group compared to the high level recorded in the female mentor category. Generally, male respondents in each of the study groups reported a higher level of resolve to mentor than their female counterparts. These findings are discussed in the context of mentoring and goal commitment literature. The study represents the first enquiry of a potential mentor’s resolve to mentor. The practical implication of findings is that individuals will be more resolute to serve as mentors if organizations create a pleasant mentoring experience for them by training their mentors, especially male mentors, in the act of effective delivery of mentoring. Findings further suggest that better incentive to serve as mentors is possible through a reward policy and a training package to improve perceptions of mentor benefits, especially among female potential mentors who were less resolute to mentor.

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Gandhi, Monica, and Mallory Johnson. "Creating More Effective Mentors: Mentoring the Mentor." AIDS and Behavior 20, S2 (2016): 294–303. http://dx.doi.org/10.1007/s10461-016-1364-3.

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Okafor, Emeka E., and Olaoluwa T. Odulaja. "Reference Groups and Worker’s Job Satisfaction in Selected Work Organisation in Lagos, Nigeria." IBADAN JOURNAL OF THE SOCIAL SCIENCES 9, no. 1 (2011): 1–13. http://dx.doi.org/10.36108/ijss/1102.90.0110.

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This study examines the resolve to mentor of individuals with no mentors, with male mentors, and with female mentors, using a sample of 70 male and 70 female potential mentors in the Nigerian work environment. Descriptive statistics showed that the greatest level of resolve to mentor was made by respondents in the female mentor group, followed by those in the male mentor group; the least was by respondents in the no mentor group. Results of one way analysis of variance revealed a significant difference in resolve to mentor of respondents in these groups. The source of the significant difference was the low resolve to mentor in the no mentor group compared to the high level recorded in the female mentor category. Generally, male respondents in each of the study groups reported a higher level of resolve to mentor than their female counterparts. These findings are discussed in the context of mentoring and goal commitment literature. The study represents the first enquiry of a potential mentor’s resolve to mentor. The practical implication of findings is that individuals will be more resolute to serve as mentors if organizations create a pleasant mentoring experience for them by training their mentors, especially male mentors, in the act of effective delivery of mentoring. Findings further suggest that better incentive to serve as mentors is possible through a reward policy and a training package to improve perceptions of mentor benefits, especially among female potential mentors who were less resolute to mentor.

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Kartje, Jean V. "O mentor! My mentor!" Peabody Journal of Education 71, no. 1 (1996): 114–25. http://dx.doi.org/10.1207/s15327930pje7101_15.

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Houghty, Grace Solely, and Yakobus Siswadi. "PERSEPSI MENTOR DAN MENTEE TENTANG PROGRAM MENTORSHIP." Jurnal Skolastik Keperawatan 1, no. 2 (2015): 1–11. http://dx.doi.org/10.35974/jsk.v1i2.79.

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ABSTRAK Latar belakang: Evaluasi pada semester pertama didapatkan bahwa sebanyak 51 mahasiswa Entry To Practice (ETP) Angkatan 2013 harus mengikuti program matrikulasi, tujuh mahasiswa mengundurkan diri dan lima mahasiswa ETP Angkatan 2014 yang dikeluarkan dari Fakultas Ilmu Keperawatan (FIK) Universitas Pelita Harapan (UPH) karena melanggar peraturan akademik. Program mentorship mulai dilakukan pada tahun ajaran genap 2013/2014. Evaluasi program mentorship belum pernah dilakukan. Tujuan: Penelitian ini bertujuan untuk mengidentifikasikan persepsi mentor dan mentee tentang program mentorship. Metode: Desain penelitian adalah deskriptif kuantitatif. Jumlah sampel adalah 52 mentor dan 314 mentee. Instrumen yang digunakan adalah kuesioner dalam bentuk selfÂ report. Data dianalisis secara univariat. Hasil: 38 mentor (73.08%) dan 208 mentee (66.24%) bahwa adanya peningkatan pengetahuan di dalam pembelajaran, 29 mentor (55.77%) dan 165 mentee (52.55%) setuju bahwa dapat bekerjasama dengan teman lainnya. Program mentorship memberikan pengaruh untuk tetap tinggal di kampus 20 mentor (83.33%) dan 85 mentee (88.54%) dari 24 mentor dan 96 mentee yang berniat untuk meninggalkan kampus. Diskusi: Diharapkan program mentorship dalam dikembangkan lebih baik lagi khususnya untuk program perekrutan dan pelatihan yang berkelanjutan bagi mentor. Kata Kunci: mentee, mentor, persepsi dan program mentorship ABSTRACT Background: Evaluation in the first semester showed that there are 51 students of ETP batch 2013 who have to follow the matriculation program, seven students quitted the program, and five students from ETP batch 2014 were dropped out for violating academic rules. The mentorship program started in the Academic Year of 2013/2014 on its Even Semester. The evaluation for mentorship program has not been done within the Faculty of Nursing, Universitas Pelita Harapan. Objective: to identify the mentorâ€™s and menteeâ€™s perception about the mentorship program. Methods: The study design is descriptive quantitative study. The samples are 52 mentors and 314 mentees. The instrument is questionnaires in the form of self-report questionnaire. The data analyzed using the univariate method. Results: 38 mentors (73.08%) and 208 mentees (66.24%) that mentorship program can increase knowledge in learning, 29 mentors (55.77%) and 165 mentees (52.55%) agree that improve collaboration with others. 20 mentors (83.33%) and 85 mentees (88.54%) from 24 mentors and 96 mentees that intend to leave campus agree that mentorship program can increase influence to remain in on-campus accommodation. Discussions: It is expected that the mentorship program can be developed better, specifically for the mentor recruitment program and the ongoing training for mentors. Keywords: mentee, mentor, mentorship program, perceptionÂ Full printable version: PDF

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Mead, Geoff, Jan Campbell, and Mike Milan. "Mentor and Athene: supervising professional coaches and mentors." Career Development International 4, no. 5 (1999): 283–90. http://dx.doi.org/10.1108/13620439910279770.

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Dissertations / Theses on the topic "Mentor"

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Holcomb, Cenira. "Mentor and mentee perceptions of the importance and effectiveness of mentor support." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001859.

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Astrove, Stacy L. "What do mentors learn? The role of mentor and protégé role behavior and relationship quality in mentor learning." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5704.

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Mentoring is defined as a reciprocal relationship between a less experienced individual (protégé) and a more experienced individual (mentor) that has consistent, regular contact over a period of time and is intended to promote mutual growth, learning, and development within the career context (Haggard, Dougherty, Turban & Wilbanks, 2011; Kram, 1985; Ragins & Kram, 2007). Inherent in this definition of mentoring is that individuals learn, develop, and grow from their mentoring interactions. Despite this, limited research explores the learning that occurs from mentoring relationships. The purpose of this study is to examine what mentors learn from mentoring experiences and how these experiences relate to mentor outcomes. The outcomes include mentoring self-efficacy, mentor behavioral change intentions, and mentor learning. I draw on the relational mentoring perspective (Ragins, 2012) and social learning theory (Bandura, 1971, 1977) to ground my hypotheses. My hypothesized model addresses three broad research questions: 1) What do mentors learn from their experiences with their protégés? 2) How do mentoring experiences relate to learning? and 3) Under what conditions do mentoring experiences relate to learning? I conducted a mixed methods study in an academic setting. My population included professors in North American doctoral granting universities and the PhD students they mentored. After identifying interested professors (mentors), I asked mentors to send study information to their PhD students (protégés). Both quantitative and qualitative data were collected via electronic survey. Surveys were time-lagged with three waves over a four month period. I found that mentors gained mentoring-specific, occupational-specific, and relational knowledge from mentoring their protégés. Additionally, mentors identified specific changes they wished to make to their mentoring behavior from their experiences with their protégés. I found that protégé positive role behavior and mentor positive psychosocial behavior were directly and positively related to career mentoring self-efficacy. Mentor positive career behavior was positively related to behavioral change intentions and protégé positive role behavior was positively related to relationship quality. I found that relationship quality did not mediate the relationship between role behaviors and mentor learning outcomes. Finally, I did not find support for the moderating effects of internal attribution for relationship quality, growth mindset, and feedback seeking. This study makes four specific contributions to the management field. First, research in mentoring often confounds relationship quality with behavior (e.g., Eby, Butts, Lockwood, & Simon, 2004; Eby, Durley, Evans, & Ragins, 2008) and outcomes (e.g., Eby, Butts, Durley, & Ragins, 2010; Ragins, 2012). By studying role behaviors, relationship quality, and mentor learning outcomes as distinct constructs, I provide clarity and an avenue for future mentoring research. Second, this study contributes to the mentoring literature by demonstrating what and how mentors learn from mentoring experiences. A significant contribution of this study is the identification of three types of mentor learning and behavioral change intentions. Third, I examined the theoretical explanation for mentoring role behaviors and mentor learning outcomes. Whereas I found that relationship quality did not explain the relationship between role behaviors and mentor learning, leader-member exchange provides a promising avenue for future research. Finally, I introduced mentoring self-efficacy as an important outcome of positive mentoring relationships, with mentors experiencing increased self-efficacy through positive experiences with their protégés.

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Miller, Nicole Danielle. "Experiences of Peer Mentors Who Mentor At-Risk Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6927.

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With the number of underprepared, at-risk students entering college, many institutions have developed initiatives to help support student success. Previous research has shown that peer mentoring has been used to support student success, but there is limited research on the mentoring experience from the peer mentors' perspective. The purpose of the study was to explore the experiences and perceptions of peer mentors who mentor at-risk college students at a 4-year institution. Using a phenomenological design, 8 peer mentors were interviewed. This study was built on Lave and Wegner's theory of situated learning and Zachary's 4-phase mentoring model to help explain the meaning and value that the participants attributed to their experiences. Moustakas's 7 step data analysis method was used. The results from this study suggested 5 themes that represent the peer mentors' experiences: (a) being a role model, (b) learning experiences for the peer mentors, (c) establishing accountability, (d) effective mentor/mentee communication and relationship, and (e) clarifying the role as a mentee. The participants believed they strengthened their leadership and communication skills as a result of their mentoring experience; they also placed a strong emphasis on the challenges that occur during the mentoring relationship. The participants gained an understanding of how the skills they developed would be used in their academics and future professional careers. The positive social change implications for this study included: (a) aiding in the training of future peer mentors; (b) the improvement of future peer mentor programs; (c) improved support for at-risk students; and (d) gaining new insights for other researchers searching to promote successful mentorship programs for at-risk students.

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Markusic, Matthew Peter. "Are You My Mentor? Student Views on Teachers as Mentors." Kent State University Honors College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1462535437.

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Leipzig, Universität, and University of Miami. "Mentor: Annette Torres." Compliance Elliance Journal (2017), 3:1, S. 19, 2017. https://ul.qucosa.de/id/qucosa%3A15601.

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Keith, Karin. "Communication Strategies for Mentor and Pre-Service Teachers: Mentor Teachers Presentation." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1028.

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Long, Brandy L. "The factors that influence an effective mentor and mentee relationship /." Electronic version (PDF), 2004. http://dl.uncw.edu/etd/2004/longb/brandylong.pdf.

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Blackwelder, Reid B. "Faculty Mentor at 20." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/6990.

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Poznik, Jenica. "Comparison of swamp forest and Phragmites Australis communities at Mentor Marsh, Mentor, Ohio." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407489569.

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Rowley, James B. "The professional development of mentor teachers : knowledge and attitudes undergirding mentor/inductee relationships /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487670346875649.

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Books on the topic "Mentor"

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Services, Urban Land Institute Advisory. Mentor Lakefront Preserve, Mentor, Ohio. ULI--the Urban Land Institute, 1998.

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Otto, Donna. Finding a mentor, being a mentor. Harvest House, 2001.

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Beatriz, Pelayo, ed. Mentor 101. Grupo Nelson, 2008.

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Stuart, Sebastian. The mentor. Piatkus, 2000.

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American Bar Association. Senior Lawyers Division., ed. Mentor program. American Bar Association, Senior Laywers Division, 1996.

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Blake, Kieron. Mentor. Independently Published, 2017.

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Weiner, Rainier George. Mentor. Balboa Press, 2015.

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Merlevede, Patrick E., and Denis Bridoux. Mentor. Hodder Education Group, 2003.

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Booker, James A. Mentor. Inkwater Press, 2013.

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Ray, Jr Van Horn. Mentor. PublishAmerica, 2002.

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Book chapters on the topic "Mentor"

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Tabb, Michael. "Mentor." In Prewriting Your Screenplay. Routledge, 2018. http://dx.doi.org/10.4324/9781351058278-9.

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Myers, Scott. "Mentor." In The Protagonist's Journey. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79682-2_11.

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McHugh, Douglas, and Larry D. Gruppen. "The Mentor-Mentee Relationship." In Mentoring In Health Professions Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86935-9_11.

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Bendale, Geetanjali. "The Mentor–Mentee Relationship." In The Mentorship Equation. Routledge India, 2025. https://doi.org/10.4324/9781003606161-5.

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Hillon, Yue Cai. "Pondy, Lou: Mentor of My Mentor." In The Palgrave Handbook of Organizational Change Thinkers. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-49820-1_120-1.

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Hillon, Yue Cai. "Pondy, Lou: Mentor of My Mentor." In The Palgrave Handbook of Organizational Change Thinkers. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-38324-4_120.

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Kuo, Ya-Hui. "To mentor or not to mentor." In Coaching and Mentoring in the Asia Pacific. Routledge, 2017. http://dx.doi.org/10.4324/9781315630014-22.

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Anderson, Connie W., and Corey Powell. "Mentor Tech." In Dimensions in Mentoring. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-870-4_5.

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Passmore, Jonathan, and Tracy Sinclair. "Mentor Coaching." In Becoming a Coach. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53161-4_31.

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van der Hoorn, Svea, Carlo Perfetto, and Chris Bekker. "Mentor Coaching." In Solution Focused Coaching Supervision. Routledge, 2024. http://dx.doi.org/10.4324/9781003390527-10.

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Conference papers on the topic "Mentor"

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Raoofian, Erfan, Fatemeh H. Fard, Ifeoma Adaji, and Gema Rodríguez-Pérez. "OpenMent: A Dataset of Mentor-Mentee Interactions in Google Summer of Code." In 2025 IEEE/ACM 22nd International Conference on Mining Software Repositories (MSR). IEEE, 2025. https://doi.org/10.1109/msr66628.2025.00096.

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Priyakanth, R., N. M. Sai Krishna, S. Kalyan, Viswanadham Ravuri, Jonnalagadda Hemasree, and Grahya Yalavarthy. "Yoga Mentor using TensorFlow and MoveNet." In 2025 1st International Conference on AIML-Applications for Engineering & Technology (ICAET). IEEE, 2025. https://doi.org/10.1109/icaet63349.2025.10932195.

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Crum, Colton R., and Adam Czajka. "MENTOR: Human Perception-Guided Pretraining for Increased Generalization." In 2025 IEEE/CVF Winter Conference on Applications of Computer Vision (WACV). IEEE, 2025. https://doi.org/10.1109/wacv61041.2025.00726.

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Vergara, Ella, Sebastian Lizarazo-Diaz, and Rodolfo Martínez-Gutiérrez. "Model for mentor: a proposal for organizational mentoring program." In 2024 IEEE Technology and Engineering Management Society (TEMSCON LATAM). IEEE, 2024. http://dx.doi.org/10.1109/temsconlatam61834.2024.10717838.

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Cunha, Madalena, and Nuno Campos. "STUDENT MENTOR'S IDEAL FEATURES: PEER CHOICE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end011.

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Introduction: A student mentor is someone who shares his or her knowledge with a less experienced colleague in order to help the other developing his or her full academic potential by providing him/ her with the right guidance and support during his learning, social and academic integration processes. Objective: To assess the features higher education students consider to be the most effective characteristics their Student Peer Mentor should possess. Method: A descriptive-exploratory study, with a cross-sectional focus, involving a sample of 306 higher education health students, with a mean age of 21.15 (± 3,540) years. 81.7% of the participants are female. Data collection was achieved using Cunha’s Ideal Mentor Faces Scale (2017) with images adapted from Botas, Gabriel & Welling, (1997/1998). Results: Results show that 61.8% of the students surveyed would like to be student mentors and that most participants (54.2%) look at their ideal mentor as someone who possesses positive features, while 12,1% of the participants would choose for their ideal mentor a student whose features might suggest the existence of a risk profile. Finally, and paradoxically, 33.7% of them would choose a student mentor who tends to exhibit certain negative features. Positive characteristics were granted the highest mean values. Those values ranged between Satisfied (68%), Tranquil (78.1%); Optimistic (85%); Confident (88.2%) and Interested (87.9%). Conclusions: Results suggest that higher education students value the existence of student mentors with positive features/characteristics and realize that their existence is of great pedagogical importance. Therefore, there is now a greater need to ask higher education students to participate in Mentoring programs implemented with the support of second or third year Student Mentors who, on a voluntary basis, using their experiences and academic experiences can supervise incoming first year students (Mentee Students) in order to facilitate their integration and their adaptation to the different dimensions (pedagogical, scientific, social and any other) of the academic environment.

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Freyne, Jill, Dipak Bhandari, Shlomo Berkovsky, Lyle Borlyse, Chris Campbell, and Steve Chau. "Mobile mentor." In the 15th international conference. ACM Press, 2010. http://dx.doi.org/10.1145/1719970.1720046.

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Schwartz, Maxim, S. K. Gupta, D. K. Anand, and Robert Kavetsky. "Virtual Mentor." In the 2007 Workshop. ACM Press, 2007. http://dx.doi.org/10.1145/1660877.1660918.

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Melegati, Jorge, and Xiaofeng Wang. "Digital mentor." In ICSE '22: 44th International Conference on Software Engineering. ACM, 2022. http://dx.doi.org/10.1145/3528228.3528407.

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"Advertisement [Mentor]." In 2015 31st Thermal Measurement, Modeling & Management Symposium (SEMI-THERM). IEEE, 2015. http://dx.doi.org/10.1109/semi-therm.2015.7100127.

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Siew, Nyet Moi. "DEVELOPING STUDENTS’ 21ST CENTURY SKILLS IN STEM MENTOR-MENTEE OUTREACH PROGRAMS." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.166.

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STEM education has increasingly drawn attention internationally in recent years. In Malaysia, efforts to encourage students to take up STEM subjects have risen, but student enrolments in almost every STEM subject area have continued to fall over the last decade. The situation is even more challenging in Sabah, an East Malaysian state where 72 percent of its schools are located in rural areas with basic utilities and limited infrastructures. Therefore, a STEM Mentor-Mentee outreach program through university-school partnership was developed to address the gap in STEM education attainment. The program targeted tenth graders (aged 16 years) from rural secondary schools to help them learn STEM by relating it explicitly to their local environment. STEM activities were guided by the engineering design process while harnessing their 21st century skills. Mentors consisting of in-service and pre-service teachers who provided guidance, support and assistance to mentees. Data were captured through mentees’ responses to open-ended questions, mentors’ field notes, focus group observation and interviews. A total of 732 students, 342 in-service and 99 pre-service teachers were involved in the programs from 2015 to 2019. Findings suggest that the program was able to develop creativity, problem solving, critical thinking and teamwork skills among rural secondary school students. Keywords: 21st century skills, mentor-mentee, outreach program, rural schools, STEM Education, university-school partnership

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Reports on the topic "Mentor"

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Jacobs, John T., Randall Whitaker, Dave Byler, David A. Lemery, and Brian E. Tidball. Maintenance Mentor. Defense Technical Information Center, 2003. http://dx.doi.org/10.21236/ada418249.

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With, Mary Anne Whalen. "Mentor Best Practices". Office of Scientific and Technical Information (OSTI), 2015. http://dx.doi.org/10.2172/1177978.

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Knouse, Stephen B., and Schuyler C. Webb. Mentors, Mentor Substitutes, or Virtual Mentors? Alternative Mentoring Approaches for the Military. Defense Technical Information Center, 1998. http://dx.doi.org/10.21236/ada360845.

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Knouse, Stephen B., and Schuyler C. Webb. Mentors, Mentor Substitutes, or Virtual Mentors? Alternative Mentoring Approaches for the Military. Defense Technical Information Center, 1998. http://dx.doi.org/10.21236/ada358224.

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Oza, Sandra, Simon Haslam, and Janet Wilkinson. Mentoring - making a difference. University of Dundee, 2017. http://dx.doi.org/10.20933/100001318.

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Mentoring - “off-line help by one person to another in making significant transitions in knowledge, work or thinking” (David Megginson and David Clutterbuck). In mentoring, a more experienced person (the mentor) works with someone with less experience of the context (the mentee). Through a process of conversations, the mentor helps the mentee develop their capability. The term ‘offline’ means outside of normal line management arrangements. Mentors are critical friends to their mentees – not their bosses, supervisors or managers. In this way the mentor can focus totally on the mentee’s growth and development without the encumbrance of line management duties. Conversations are key to effective mentoring, because mentoring is rarely about giving instructions. It involves helping the mentee discover his or her route forward, by focusing and accelerating the mentee’s process of discovery. It’s more akin to reflective learning, stimulated by sagely guidance.

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Loewenstein, John I., and Bonnie A. Henderson. Virtual Mentor Cataract Surgery Trainer. Defense Technical Information Center, 2009. http://dx.doi.org/10.21236/ada602612.

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With, Mary. Postdoc Mentor Best Practices Presentation. Office of Scientific and Technical Information (OSTI), 2021. http://dx.doi.org/10.2172/1770091.

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Brattman, Marian, Bernard Barrett, and Angela Feeney. Research and Information Mentor Strategy. Tusla: Child and Family Agency, 2017. http://dx.doi.org/10.52516/rs0002.

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The following strategy outlines the rationale for the role of the newly-named Research and Information Mentors, their role function; the process of selecting, recruiting and retaining Mentors; proposed research and information activities; quality assurance, monitoring and evaluating impact; and an implementation plan.

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Barrett, Bernard, and Marian Brattman. Research and Information Mentor Strategy. Tusla: Child and Family Agency, 2017. http://dx.doi.org/10.52516/jezj2317.

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Bruch, Sarah K., Harper Haynes, and Alex Hylka. Focus Area Policy Brief. Teacher & Mentor Relationships. University of Iowa Public Policy Center, 2016. http://dx.doi.org/10.17077/l5px-gng3.

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