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Journal articles on the topic 'Mentor'

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Published: 4 June 2021
Last updated: 15 June 2025

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1

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

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2

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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3

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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5

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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7

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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8

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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9

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 self 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 mentor’s and mentee’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, perception Full printable version: PDF
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10

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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11

Berg, Margaret H., and David A. Rickels. "Mentoring for Mentors: The Music Mentor Plus Program." Journal of Music Teacher Education 27, no. 2 (2017): 39–51. http://dx.doi.org/10.1177/1057083717720634.

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The Music Mentor Plus program was designed to introduce mentoring strategies teachers can implement during supervision of student teachers and early field experience interns, while also fostering connections between field-based modeling and university methods course content. Throughout the 2015–2016 school year, seven music teachers and two university music education faculty members engaged in a series of live workshops and ongoing electronic communication. Participants joined in discussions and role-play activities and completed readings and reflection assignments. In this article, we present an outline of the program as well as reflections on the experience from the faculty leaders and participating teachers.
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12

Mysyk, Noreen F. "Woman, Manager, Mentor: The Development of Women Mentors." International Journal of the Humanities: Annual Review 5, no. 1 (2007): 51–60. http://dx.doi.org/10.18848/1447-9508/cgp/v05i01/58232.

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13

Lee, Janie M., Yoshimi Anzai, and Curtis P. Langlotz. "Mentoring the Mentors: Aligning Mentor and Mentee Expectations." Academic Radiology 13, no. 5 (2006): 556–61. http://dx.doi.org/10.1016/j.acra.2006.01.050.

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14

Laminack, Lester. "Mentors and Mentor Texts: What, Why, and How?" Reading Teacher 70, no. 6 (2017): 753–55. http://dx.doi.org/10.1002/trtr.1578.

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15

Holt, Laura J., and James E. Fifer. "Peer Mentor Characteristics That Predict Supportive Relationships With First-Year Students: Implications for Peer Mentor Programming and First-Year Student Retention." Journal of College Student Retention: Research, Theory & Practice 20, no. 1 (2016): 67–91. http://dx.doi.org/10.1177/1521025116650685.

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Peer mentoring programs frequently are implemented on college campuses to enhance first-year college student retention; however, few studies have examined characteristics of peer mentors that are associated with more supportive mentor–mentee relationships, leaving college personnel with a limited understanding of how to improve these vital programs. Accordingly, in this prospective study, we examined whether mentors’ attachment style and self-efficacy to mentor predicted peer mentors’ ( n = 76) or mentees’ ( n = 999) ratings of mentor-provided support. Results showed that mentor self-efficacy mediated the relation between an avoidant attachment style and mentor-reported support; that is, peer mentors with a more avoidant attachment style reported lower self-efficacy to mentor and, in turn, endorsed providing lower levels of support for mentees. Mentor–mentee contact, however, was the only predictor of mentees’ ratings of mentor support. Future research should aim to extend these preliminary findings so as to inform the selection, training, and supervision of peer mentors in college settings, with the ultimate goal of enhancing first-year student retention.
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16

Conway, Colleen M. "An Examination of District-Sponsored Beginning Music Teacher Mentor Practices." Journal of Research in Music Education 51, no. 1 (2003): 6–23. http://dx.doi.org/10.2307/3345645.

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The purpose of this inquiry was to examine the beginning music teacher mentor practices in 13 school districts in mid-Michigan. Data included beginning teacher interviews, teacher journals, focus-group meetings, mentor interviews, administrator interviews, and the principal investigators log. Profiles of the teachers show a lack of consistency in the types of mentor programs in the schools and varying degrees of teacher satisfaction with the programs. The lack of consistency is discussed in relation to the type of school, the teaching responsibility and classroom setting, the type of mentor assigned, and the degree to which that mentor was paid or trained. Teacher perceptions of the value of the program are discussed in relation to the degree and type of contact with the assigned mentor. The content of mentor interactions included administrative duties, classroom management, parent interaction, building and district policies, and personal issues. The need for music mentors is discussed, and the article concludes with general suggestions for mentor practices, including early identification of mentor, scheduling so mentors can observe, and opportunities for mentors and mentees to get to know each other.
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Kida, Akiko. "Mentor." Material Cycles and Waste Management Research 23, no. 3 (2012): 179. http://dx.doi.org/10.3985/mcwmr.23.179.

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Slavin, Sumner A. "Mentor." Plastic and Reconstructive Surgery 114, Supplement (2004): viii—ix. http://dx.doi.org/10.1097/00006534-200410001-00005.

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19

Collins, Theresa Squires. "Mentor." Schools 6, no. 2 (2009): 222–25. http://dx.doi.org/10.1086/605885.

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Hill, John Meredith. "Mentor." Hopkins Review 4, no. 1 (2011): 82. http://dx.doi.org/10.1353/thr.2011.a413098.

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21

Budiwati, Neti, Asep Herry Hernawan, and Rudi Adi Nugroho. "ANALYSIS OF THE ROLE OF MENTORS IN PRE-SERVICE TEACHER EDUCATION PROGRAM: PERSPECTIVE OF THE ROLE OF MENTORS IN THE FUTURE." International Conference On Social Science Education Proceeding 2 (December 31, 2024): 20–30. https://doi.org/10.20527/k202ed21.

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One of the compulsory courses for prospective teachers in the Teacher Education Program is the Field Experience Program. In the implementation of this Field Experience Program, students are accompanied by Field Supervisors and Mentor Teachers. Field Supervisors and Mentor Teachers are positioned as mentors for prospective teacher students as mentees. It is suspected that Field Supervisors and Mentor Teachers have not carried out their functions as mentors properly. This study aims to identify nine mentor roles in mentoring prospective teacher students, so that it can be analyzed which mentor roles are effective and which mentor roles need to be improved so that in the future the mentoring of prospective teacher Field Experience Programs will be better for producing professional prospective teachers. The findings show that the dominant mentor role of the mentor is the role as a resource person, co-learner, supporter and role as a counselor. There is a difference in the dominant role between field supervisors and mentor teachers, namely that field supervisors are dominant in the role as counselors and co-learner while mentor teachers stand out in the role of role models and supporters. The future outlook for the role of mentors in field experience program assistance still revolves around the nine mentor roles, with an emphasis on improving roles that are still weak.
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22

Zainol, Jamaluddin, and Abdus Salam. "An Audit on Mentor-Mentee Program: Mentees Perceptions on Mentors." Bangladesh Journal of Medical Science 20, no. 4 (2021): 840–47. http://dx.doi.org/10.3329/bjms.v20i4.54143.

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Introduction: Mentor-mentee program is essential for mentees’ development. The objective of this paper was to investigate mentees’ perceptions on their mentors.
 Methods: A questionnairesurvey among all-50 clinical-medical students who mentored by 16 faculty members at Widad University College(WUC)Malaysia, was conducted in 2019.A standardized-questionnaire that examined the mentorship-roles, communication-frequencies, mentor-mentee-relationships and mentoring-effectiveness was used. Relationship was measured by a 4-point scale against each of satisfaction, importance, support, and impact while effectiveness was measured using 0-5 scale on 11-behavioral-skills.
 Results: Response rate was 92%; only 17% mentees perceived, their mentors played all five mentorship-roles while 30% played only one role. Though 41% mentees had ≥6 communications per-semester with mentors, one year-5 mentee had no-communication at all. Over 16 mentor-mentee relationship and 55 mentoring-effectiveness scores, the mean relationship and effectiveness score was 12.03(75%) and 37.45(72%) respectively. Mentees expected more communication-sessions and their contributions to be acknowledged.
 Conclusion: Mentor-mentee program at WUC revealed 75% and 72% respectively in mentormentee- relationship and mentoring-effectiveness, which is good. However, faculty needs to play more mentorship-roles and acknowledged mentees’ contributions. Addition of portfolio and reflective-writing in the curriculum will benefits in monitoring mentees’ development. Educational managers should pay attention to this and adequate training of mentors to fulfil the mentees’ needs.
 Bangladesh Journal of Medical Science Vol.20(4) 2021 p.840-847
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Schneider, Rebecca. "Mentoring New Mentors: Learning to Mentor Preservice Science Teachers." Journal of Science Teacher Education 19, no. 2 (2008): 113–16. http://dx.doi.org/10.1007/s10972-007-9088-x.

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McCreath, Heather, M. Kevin Eagan, Nicole Maccalla, Cynthia Joseph, and Keith Norris. "BUILDing Engaged Mentors: Examining the Efficacy of BUILD-led Mentor Training." Chronicle of Mentoring & Coaching 8, no. 1 (2024): 92–102. http://dx.doi.org/10.62935/wm3295.

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The practice of mentorship is a critical focus in science, technology, engineering, mathematics, and medicine (STEMM) disciplines. This quasi-experimental study investigated the efficacy of undergraduate mentor training in biomedical sciences programs in the NIH-funded Building Infrastructure Leading to Diversity (BUILD) initiative comprised of research-rising institutions. We used data from the Higher Education Research Institute’s Faculty Survey (2016-17 and 2019-20). In cross-sectional comparisons of 379 BUILD-trained faculty with 755 colleagues who were not BUILD-trained, those who participated in BUILD mentor training reported more engagement with mentees. Utilizing propensity score matching of 314 with longitudinal cases, mentoring confidence and engagement were stronger over time for BUILD-trained faculty. Findings suggest BUILD mentor training yields positive results for undergraduate mentors at research-rising institutions.
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Deane, Kelsey L., Ashley A. Boat, Shelley A. Haddock, Kimberly L. Henry, Toni S. Zimmerman, and Lindsey M. Weiler. "The Comparative Roles of Mentor Self-Efficacy and Empathy in Fostering Relationship Quality with Youth." Journal of Youth and Adolescence 51, no. 4 (2022): 805–19. http://dx.doi.org/10.1007/s10964-022-01584-7.

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AbstractYouth mentors’ efficacy beliefs and relational skills should both influence the quality of their connections with their mentees, but a lack of research based on large, dyadic and longitudinal samples limits understanding of how mentor characteristics impact relationship quality. This study used three staged and process-focused structural equation models to (1) investigate the mutually reinforcing effects of mentor self-efficacy and empathy over time; (2) compare the longitudinal effects of mid-program mentor efficacy and empathy on end of program mentor and mentee perceptions of relationship quality; and (3) test a similar comparative model using cross-sectional end of program assessments to account for developmental changes in these variables over time. The sample consisted of 664 college-age mentor (76.5% female; $${\bar{x}}$$ x ¯ age = 24.5, range = 21–53; 23.5% non-White) and youth mentee (41% female; $${\bar{x}}$$ x ¯ age = 14.1, range = 10–19; 41.9% non-White) dyads. Mentor empathy predicted mentor perceptions of relationship quality at both time points and mentee perceptions at the end of the program. Mentor efficacy only predicted mentor reported relationship quality at the end of the program. The findings emphasize the importance of investing in empathy training for mentors to support both partners’ positive evaluation of the relationship. Program support to increase mentor self-efficacy should also have added value for mentors.
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Shalka, Tricia R., Chloe S. Corcoran, and Brian T. Magee. "Mentors that Matter: International Student Leadership Development and Mentor Roles." Journal of International Students 9, no. 1 (2019): 97–110. http://dx.doi.org/10.32674/jis.v9i1.261.

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Leadership development has been identified as an important outcome of higher education in the United States. However, relatively few scholars have investigated leadership development outcomes of international students studying in U.S. postsecondary contexts. Using data from the Multi-Institutional Study of Leadership, the purpose of this quantitative study was to investigate the role of mentors in fostering leadership development outcomes for international students. Results suggest that international students whose primary college mentor is a faculty member or a student affairs professional demonstrate higher levels of both socially responsible leadership capacity and leadership self-efficacy than those international students who identify their most significant mentor as another student.
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Wiskur, Brandt, Akshay Sood, Orrin Myers, et al. "Perceptions in Mentorship: The Mentor-Mentee Competency Discrepancy." Chronicle of Mentoring & Coaching 8, no. 1 (2024): 178–92. http://dx.doi.org/10.62935/eu1891.

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This study evaluated faculty mentoring competencies of 94 mentor-mentee pairs across institutions using the Mentoring Competency Assessment (MCA-21). Results indicated consistent mentor self-assessments and mentee evaluations of mentors across sites, with no significant association of gender or race/ethnicity on competency scoring. Mentees rated mentors higher than mentor's self-assessments. The greatest self-assessment disparities were within the female clinical educator and female assistant professor mentor groups - they rated their competency lower than the male tenure track and male professor groups, identifying the influence of mentors' gender, rank, and track on self-assessment of their mentoring competency. Results highlight the subjective elements inherent in mentor competency evaluations. Additional multi-site, longitudinal studies of the mentor-mentee dyad could identify precise training needs to enhance mentoring.
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Smith, Wanda J., Jerusalem T. Howard, and K. Vernard Harrington. "Essential Formal Mentor Characteristics and Functions in Governmental and Non-Governmental Organizations from the Program Administrator's and the Mentor's Perspective." Public Personnel Management 34, no. 1 (2005): 31–58. http://dx.doi.org/10.1177/009102600503400103.

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This study examines (from the formal mentor's perspective) who mentors are (essential traits) as well as what mentors do (essential functions) in four types of organizations (i.e., academic, business, military-armed forces, and military-academic organizations). We found that industry context and gender do significantly influence perceptions of the ideal formal mentor characteristics. Results also indicate formal mentors place more importance on mentor traits (compared to mentor behaviors). Implications for this research include considering revision of the criteria used for the selection of formal mentors.
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Beutel, Denise, Leanne Crosswell, Jill Willis, Rebecca Spooner-Lane, Elizabeth Curtis, and Peter Churchward. "Preparing teachers to mentor beginning teachers: an Australian case study." International Journal of Mentoring and Coaching in Education 6, no. 3 (2017): 164–77. http://dx.doi.org/10.1108/ijmce-04-2017-0030.

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Purpose The purpose of this paper is twofold: first, to present an Australian mentor preparation program designed to prepare experienced teachers to mentor beginning teachers and second, to identify and discuss mentor teachers’ personal and professional outcomes and the wider contextual implications emerging from the Mentoring Beginning Teachers (MBT) mentor preparation program. Design/methodology/approach This case study, situated within Queensland, Australia, draws on qualitative data collected via interviews and focus groups with mentor teachers who participated in a large-scale systemic mentor preparation program. The program positions mentoring as supportive, based on a process of collaborative inquiry and encouraging critically reflexive praxis with the mentor professional learning focusing on reflection, dialog and criticality. Findings Initial findings show the outcomes of the mentor preparation program include building a common language and shared understanding around the role of mentor, consolidating a collaborative inquiry approach to mentoring and providing opportunity for self-reflection and critique around mentoring approaches and practices. Some findings, such as a greater self-awareness and validation of mentors’ own teaching performance, have confirmed previous research. However, the originality of this research lies in the personal and professional impacts for mentor teachers and the wider contextual impacts that have emerged from the study. Practical implications The study highlights the impact of the mentor preparation program on the professional learning of teacher-mentors and contributes to the current lack of empirical research that identifies the personal and professional impacts for mentors and the wider contextual factors that impact effective mentoring in schools. Originality/value The originality of this research lies in the personal and professional impacts for mentor teachers and the wider contextual impacts more broadly that have emerged from the study.
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Renn, Robert W., Robert Steinbauer, and Tobias Michael Huning. "External career mentoring and mentor turnover intentions." Evidence-based HRM: a Global Forum for Empirical Scholarship 7, no. 3 (2019): 342–56. http://dx.doi.org/10.1108/ebhrm-02-2019-0012.

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Purpose Although studies have improved understanding of the relation between external career mentoring and mentor work outcomes, an important question remains regarding whether this mentoring function influences mentor turnover intentions. The purpose of this paper is to investigate the impact of career mentoring outside the workplace on mentor turnover intentions. Design/methodology/approach Data were collected from 101 working business professionals in the southeastern USA at two points in time who provided career mentoring to business student protégés in an eight-month university sponsored mentoring program. Findings As hypothesized, moderated mediation analysis indicated that amount of external career mentoring negatively related to mentor turnover intentions and that the indirect effect of external career mentoring on mentor turnover intentions via mentor work engagement was stronger when both mentor protégé satisfaction and meeting frequency were high vs low. A two-way interaction revealed that mentors reporting higher protégé satisfaction had lower turnover intentions when meeting frequency was high vs low. Originality/value The findings help clarify the external career mentoring and mentor turnover intentions relation and have valuable theoretical implications for research on the benefits external mentoring can provide mentors. They also have practical implications for using external mentoring to enhance mentor work engagement and reduce mentor turnover intentions.
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Galang G.G Khuana. "Evaluasi Kedisiplinan Kinerja Mentor Pendidikan Agama Kristen (PAK) pada Kegiatan Pusat Pengembangan Anak (PPA) IO 0164 Bethlehem Rote." Damai : Jurnal Pendidikan Agama Kristen dan Filsafat 2, no. 1 (2025): 140–61. https://doi.org/10.61132/damai.v2i1.675.

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Evaluation of PAK Performance Discipline in PPA IO 0164 Bethlehem Rote Activities. In this study, researchers found problems such as undisciplined performance in terms of time and responsibility as a mentor to mentor children at PPA IO 0164 Bethlehem Rote. Mentors who often arrive late for class. Mentors who are not responsible for teaching in class. There are even mentors who cannot be role models for children. The aim of this research is to reveal the causes of indiscipline in mentor performance and how to overcome it through the method that the researcher has prepared, namely a qualitative method with a research design, namely observation, interviews and literature study. Based on research findings, it is stated that there are still many mentors who do not carry out their responsibilities well. The most dominant reason for some mentors not being disciplined in their performance is that they have other work that interferes with their responsibilities as a mentor in PPA IO 0164 Bethlehem Rote activities. Apart from that, there are already disciplinary measures for mentors who are still undisciplined, but there are still mentors who still do it. The solution that researchers can provide is that a mentor must be able to understand that what he does as a mentor is a calling to be carried out because taking care of and even saving children through mentoring at PPA is a very significant responsibility.
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UTAMA, ATPRIATNA. "KARAKTERISTIK MENTOR PADA KEGIATAN PELATIHAN DASAR CALON PEGAWAI NEGERI SIPIL CPNS." KNOWLEDGE: Jurnal Inovasi Hasil Penelitian dan Pengembangan 1, no. 1 (2021): 56–65. http://dx.doi.org/10.51878/knowledge.v1i1.818.

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 The mentoring program in basic training activities for civil servant candidates aims to improve the professionalism of civil servants at the beginning of community service. The relationship between mentors and mentees is fundamental and crucial to realizing the goals of mentors and mentees. This study aims to determine the character of the mentor's "admirable characteristics" in the actualization of basic training for civil servant candidates. This research on the phenomenon of the interpretive paradigm uses a qualitative approach with data taken from interviews using purposive sampling, observing mentor-mentee interactions, and analyzing seminar documents. The findings of this study show that, in general, mentors have ideal and professional characteristics. "Humble" characteristics and "teacher" professionalism are indicators that mentors can visualize against mentees. These are characters that are able to create connections that are able to build and develop the potential of the mentee and realize success. basic exercise. However, this positive condition is very contradictory to the condition of the results of the interview. It has been found that there are mentors who ignore their functions. So the strategies currently recommended are the availability of schedules, technical guidance, and transparency of the mentor-mentee relationship. The personality of the mentor is fundamental to the implementation of a good and effective mentoring process.
 ABSTRAK Program mentoring dalam kegiatan pelatihan dasar Calon Pegawai Negeri Sipil bertujuan untuk meningkatkan profesionalisme Pegawai Negeri Sipil diawal pengabdian di masyarakat, hubungan mentor dan mentee merupakan fundamental dan krusial untuk mewujudkan tujuan dari mentor dan mentee. Penelitian ini untuk mengetahui karakter mentor “Admirable Characteristics” kegiatan aktualisasi latihan dasar Calon Pegawai Negeri Sipil. Penelitian penomena paradigma interprentif ini dengan pendekatan kualitatif, data yang diambil bersumber dari interview secara pusposive sampling, observasi interkasi mentor – mentee, dan menganalisa dokumen hasil seminar. Temuan dari penelitian ini adalah bahwa secara umum mentor memiliki karakter ideal dan profesional, karakter “humble” dan profesionalisme “teacher” menjadi indikator yang mampu divisualkan mentor terhadap mentee, ini karakter yang mampu mewujudkan koneksi yang mampu membangun dan mengembangkan potensi dari mentee dan mewujudkan keberhasilan latihan dasar. Namun kondisi positif tersebut sangat kontrakdiktif dengan kondisi hasil wawancara telah ditemukan terdapat mentor yang mengabaikan fungsinya. Strategi yang direkomendasikan adalah tersedianya jadwal, petunjuk teknis dan transparansi hubungan mentor-mentee. Kepribadian mentor menjadi fundamental terselengaranya proses mentoring yang baik dan efektif.
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DRUZHININA, Anastasia Aleksandrovna. "MENTORING TECHNOLOGY IN SOCIAL SPHERE SPECIALISTS’ TRAINING." Tambov University Review. Series: Humanities, no. 174 (2018): 15–21. http://dx.doi.org/10.20310/1810-0201-2018-23-174-15-21.

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We consider the mentoring technology, basic models of mentoring and mentor’s roles. The relevance of implementing this technology into social sphere specialists’ training is substantiated. We present the project “Mentoring for Students, Future Bachelors of Social Work”, which is aimed to develop professional competencies of students on training direction 39.03.02 Social Work, we also suggest this project to realization. During realization of the project students will get the support of a senior student, an alumnus, a lecturer, a head of social organization. The main goal of the project is to provide individual support for the professional development of stu-dents in the field of Social Work with the resources of mentoring. The main activities of the pro-ject (meeting with mentors (head-mentor, senior student – mentor, graduate-mentor), entrance survey (with mentors and mentees (protege)), information conversations with the mentor-head of the social organization of the Tambov Region (supervisor-mentor), training from a senior course student-mentor (winner of the contest “Active generation”) and graduate (winner of the competition of research), business game “Activities of Social Sphere Specialist” (graduates-mentors), participation in the Olympics, conference on the results of participation in the project, protection of joint with mentors of social projects, publication of recommendations). The models of mentoring, which can be used in the implementation of the project: the model “buddying”, mentoring on the principle of “equal – equal”, shadowing, mentor-navigator. The benefits received by both the mentee and the mentor are summarized. We present the results of a survey conducted with students of the direction 39.03.02 Social Work aimed at determining the relationship to the technology of mentoring.
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Chambers, Anthony, Debra Smith, and Lisa Billingham. "Implementing a mentor support system for general practice nurse mentors." Primary Health Care 27, no. 2 (2017): 21–25. http://dx.doi.org/10.7748/phc.2017.e1216.

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Gisbert-Trejo, Nuria, Jon Landeta, Eneka Albizu, and Pilar Fernández-Ferrín. "Determining effective mentor characteristics in inter-organizational mentoring for managers: an approach based on academics’ and practitioners’ perspectives." Industrial and Commercial Training 51, no. 2 (2019): 85–103. http://dx.doi.org/10.1108/ict-06-2018-0051.

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PurposeThe purpose of this paper is to explore the essential mentor characteristics for effective inter-organizational mentoring. This kind of HR development technique, where mentor and mentee belong to different organizations, is becoming increasingly popular and so far has been scarcely studied.Design/methodology/approachFirst, a rigorous literature analysis to identify primary mentor characteristics for managers and professionals has been performed; second, a Delphi analysis has determined their relevance according to the opinion of 125 experienced mentors, mentees and program coordinators that have carried out inter-organizational mentoring processes in Spain; and third, an exploratory factor analysis has reclassified the mentor characteristics into a smaller number of factors.FindingsIn total, 29 relevant mentor characteristics have been identified and valued. The foregoing characteristics are related to seven underlying dimensions or factors that serve to characterize an effective mentor for inter-organizational mentoring programs.Originality/valueThe research extends the existing literature regarding mentor characteristics of those mentors who are engaged in inter-organizational mentoring. In addition, this work offers a valuable contribution to inter-organizational mentoring research based in a Delphi method that includes both academic and practitioner perspectives in a cultural context that may have not received previous attention. The findings can be valuable for both academics who investigate this topic of growing interest, and for practitioners who must face the selection and training of mentors.
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Jadhav, Shreya. "Mentor Management System." International Journal for Research in Applied Science and Engineering Technology 12, no. 7 (2024): 1076–80. http://dx.doi.org/10.22214/ijraset.2024.63708.

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Abstract: This paper introduces the "Mentor Management System," an innovative Java-based Database Management System (DBMS) web application designed to enhance mentor-mentee interactions and administrative oversight in academic institutions. Addressing the growing demand for efficient mentorship collaborations, the system aims to streamline connections between mentors and mentees while optimizing the overall mentorship process for students, mentors, and administrative personnel. The Online Student Mentoring System offers a comprehensive platform facilitating seamless interactions among administrators, mentors, and students. Administrators manage and optimize system operations, ensuring efficiency across all levels. Equipped with specialized tools, mentors engage with students to understand their unique needs, providing personalized guidance that fosters both academic progress and personal development. Students benefit from a user-friendly interface, allowing effortless access to mentorship, query resolution, and tailored insights to enrich their educational experience
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Suh, Hye-jeong. "A story of two preservice early childhood teachers who experienced the close mentee-mentor meeting program for learning support." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 1 (2025): 839–61. https://doi.org/10.22251/jlcci.2025.25.1.839.

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Objectives This study was a narrative exploration of the experiences of the first-year mentee and the second-year mentor, who is preservice early childhood teachers who participated in the B University learning support close mentee-mentor meeting program. Methods The study participants were one first-year mentee and one second-year mentor who participated in the B University learning support close mentee-mentor meeting program. Data were collected from the mentoring journals written by the participants in the learning support close mentee-mentor meeting program and the in-depth interview data from October 6, 2022 to March 31, 2023. The in-depth interview data was first analyzed using an inductive analysis method that derives meaning through the segmentation-theme creation-categorization process. Results The results of the study showed that the learning support close mentee-mentor meeting program conducted by the mentee and mentor, the preservice early childhood teachers, became an opportunity for both the mentee and the mentor to grow. The mentee developed a professional identity, improved grades, and developed the ability to reconstruct child-centered plans. The mentor had the opportunity to grow into better versions of themselves, to reflect on and heal their lives as prospective teachers, and to live responsible lives. Through this, the mentee and the mentor discussed that the close mentee-mentor meeting program for learning support should aim for 1) autonomy within the system, 2) mentoring topics, time and space determined autonomously, 3) mentoring support when needed, 4) intimacy between mentees and mentors, and 5) active participation of mentees and mentors. Conclusions This study suggests that a close learning support mentee-mentor meeting program can help preservice early childhood teacher to adapt to college life when conducted autonomously according to the situations of mentor and mentee within the university system.
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Paxton, Robert O. "As mentor." Commentaire Numéro159, no. 3 (2017): 32. http://dx.doi.org/10.3917/comm.159.0032.

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Apte, Vasudha. "My Mentor." Journal of Indian Academy of Forensic Medicine 44, suppl (2022): 85. http://dx.doi.org/10.5958/0974-0848.2022.00025.2.

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Jones, Jane Redfern. "Career mentor." Emergency Nurse 12, no. 2 (2004): 34. http://dx.doi.org/10.7748/en.12.2.34.s17.

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Holsinger, Alexander M. "The Mentor." Victims & Offenders 16, no. 7 (2021): 1029–39. http://dx.doi.org/10.1080/15564886.2021.1971815.

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Borscheid, Rene. "Patient Mentor." Methodist DeBakey Cardiovascular Journal 14, no. 3 (2018): 242. http://dx.doi.org/10.14797/mdcj-14-3-242.

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Andersen, Hans O. "Outstanding Mentor." Journal of Science Teacher Education 9, no. 3 (1998): 189. http://dx.doi.org/10.1023/a:1009444723162.

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Clark, Cynthia M., and Michelle Dunham. "Civility Mentor." Nurse Educator 45, no. 4 (2019): 189–92. http://dx.doi.org/10.1097/nne.0000000000000757.

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Papadimos, Thomas J. "The Mentor." Academic Medicine 89, no. 1 (2014): 70. http://dx.doi.org/10.1097/acm.0000000000000045.

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Millstein, Jeffrey H. "My Mentor." Family Medicine 51, no. 9 (2019): 779–80. http://dx.doi.org/10.22454/fammed.2019.588459.

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Robinson, Angelo D. "Mentor Extraordinaire." Callaloo 39, no. 1 (2016): 5. http://dx.doi.org/10.1353/cal.2016.0023.

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Fletcher, Sarah. "Caveat mentor." Language Learning Journal 11, no. 1 (1995): 39–40. http://dx.doi.org/10.1080/09571739585200131.

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Bozeman, Barry, and Mary K. Feeney. "Mentor Matching." Administration & Society 40, no. 5 (2008): 465–82. http://dx.doi.org/10.1177/0095399708320184.

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Pokatilo, Alexey. "MENTOR MASTERS." Business Strategy Review 25, no. 4 (2014): 74. http://dx.doi.org/10.1111/j.1467-8616.2014.01128.x.

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