Relevant bibliographies by topics / Mentoring in the professions

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Academic literature on the topic 'Mentoring in the professions'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Mentoring in the professions"

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Falzon, Rose. "Humanistic Professionals Perceptions on Workplace Mentoring to Support Professional andPersonal Wellbeing: A Narrative Inquiry Study." MCAST Journal of Applied Research & Practice 7, no. 2 (2023): 34–71. http://dx.doi.org/10.5604/01.3001.0053.7293.

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This research explores workplace challenges as experienced by four Malteseprofessionals in the management, education, health, social welfare and law fields, and theirperceptions on how mentoring arising through understanding of compulsory supervisionin therapeutic practices might impact their professional and personal wellbeing. Informedby collating the narratives of these professionals, I analyse the beneficence of mentoringsupport practices if implemented in these humanistic fields. Supervision is an inherent partof being a practitioner in the talking therapies and supports the practitioners personaland professional wellbeing since, according to Spagnuolo Lobb (2019), individual andorganisational wellbeing cannot be separated. This rationale can be applied to mentoringin other humanistic professions. In fact, mentoring developed in diverse humanistic fields,encompassing the notion that the support of a mentor to the mentee is not limited to careeraspirations but also includes support for the enhancement of personal wellbeing (Dutton2003). Narrative inquiry is the chosen research methodology, generating a transformativephilosophical approach. Purposive sampling was used and the data was collected through indepthnarrative interviewing (Bernard 2002; Lewis and Sheppard 2006). Thematic narrativeanalysis was utilised as an analytic tool to gain access to the narrators world (Polkinghorne1995) and MAXQDA was used to proficiently aid the analytic process. Quality in this researchwas ensured by considering procedural, situational, and relational ethical dimensions (Tracy2010). Following the analytic process, a model is depicted, followed by recommendations,amongst which are: informing humanistic fields about the benefits of mentoring provision;making supportive mentoring accessible for all humanistic professionals; offering formal,informal, internal, and external forms of mentoring; and ensuring that the mentor is trainedand supported.
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Johnson, Timothy R. B., Philip D. Settimi, and Juliet L. Rogers. "Mentoring for the Health Professions." New Directions for Teaching and Learning 2001, no. 85 (2001): 25–34. http://dx.doi.org/10.1002/tl.3.

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3

Brashear-Alejandro, Tom, Hiram Barksdale, Danny Norton Bellenger, James S. Boles, and Channelle James. "Mentoring characteristics and functions: mentoring’s influence on salespeople." Journal of Business & Industrial Marketing 34, no. 2 (2019): 303–16. http://dx.doi.org/10.1108/jbim-09-2017-0223.

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PurposeThis paper aims to examine a longitudinal study of mentoring functions and their effect on salesperson attitudes and intentions.Design/methodology/approachThe research is based on a multi-year study of salespeople beginning when the salesperson entered the industry being examined.FindingsThe level of interaction between the mentor and protégé was found to be the only antecedent examined that related to the perceived quality of mentoring functions. Age, education and length of employment for both parties; the degree of age and education difference; and the length of the mentoring relationship were not significant. Successful mentoring appeared to be based heavily on a mentor’s willingness and ability to interact frequently with the protégé.Originality/valueThis study adds to the literature on mentoring, looking at mentoring in a sales context. Research examining mentoring in a sales setting is much more limited than in many other professions, so the findings represent a valuable addition to the sales mentoring literature. Its influence on sales socialization may be very important.
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Worker, Charlotte, and Sally Hunter. "Mentoring dental professionals." Bulletin of the Royal College of Surgeons of England 92, no. 3 (2010): 97. http://dx.doi.org/10.1308/147363510x490845.

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Mentoring has become an increasingly valuable skill in dentistry. Professionals working in primary dental care often face challenging decisions in relative isolation about the care of their patients and their own professional development. Pressures come from many different directions, including those resulting from the sheer range of career choices, changing arrangements for delivery of primary care and uncertainty around future commitment to funding. Above all there is the desire to live up to the professional vision of service, standards and quality that led many to become members of a person-centred profession in the first place.
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Peiser, Gillian, John Ambrose, Beverley Burke, and Jackie Davenport. "The role of the mentor in professional knowledge development across four professions." International Journal of Mentoring and Coaching in Education 7, no. 1 (2018): 2–18. http://dx.doi.org/10.1108/ijmce-07-2017-0052.

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Purpose Against a British policy backdrop, which places an ever- increasing emphasis on workplace learning in pre-service professional programmes, the purpose of this paper is to investigate the contribution of the mentor to professional knowledge development in nursing, paramedicine, social work and teaching. Design/methodology/approach Taking the form of a literature review, it explores the influence of policy, professional and theoretical conceptualisations of the mentor role, and structural factors influencing the mentor’s contribution to professional knowledge. Findings Where there are clearly delineated policy obligations for the mentor to “teach”, mentors are more likely to make connections between theoretical and practical knowledge. When this responsibility is absent or informal, they are inclined to attend to the development of contextual knowledge with a consequent disconnect between theory and practice. In all four professions, mentors face significant challenges, especially with regard to the conflict between supporting and assessor roles, and the need to attend to heavy contractual workloads, performance targets and mentoring roles in tandem. Practical implications The authors argue first for the need for more attention to the pedagogy of mentoring, and second for structural changes to workload allocations, career progression and mentoring education. In order to develop more coherent and interconnected professional knowledge between different domains, and the reconciliation of different perspectives, it would be useful to underpin mentoring pedagogy with Bhabba’s notion of “third space”. Originality/value The paper makes a contribution to the field since it considers new obligations incumbent on mentors to assist mentees in reconciling theoretical and practical knowledge by the consequence of policy and also takes a multi-professional perspective.
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Strekalova, Yulia A., H. Robert Kolb, Holly Morris, and Rebecca Austin-Datta. "4207 Development and Evaluation of a Pilot Mentor Training Program for Clinical Translational Research Professional Workforce." Journal of Clinical and Translational Science 4, s1 (2020): 60. http://dx.doi.org/10.1017/cts.2020.208.

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OBJECTIVES/GOALS: The goal of this project was to develop and evaluate a pilot mentor training program for clinical research professionals. This project presents an evidence- and theory-based mentoring program that has been developed, implemented, and evaluated for this group of translational research professions. METHODS/STUDY POPULATION: The curriculum for the program was designed for aspiring mentors and aligned with the topics of existing Entering Mentoring curriculum for translational workforce (Pfund, Branchaw & Handelsman, 2015). Eleven experienced CRPs participated in the pilot training program. The training was delivered in two-hour meetings over eight weeks. Qualitative e-mail interviews and a validated mentoring competency assessment (Fleming et al., 2013) and mentor role assessment (Dilmore, 2010) tool were used for process and outcome evaluation. Cases studies specific to the CRPs work environment were developed and used to facilitate discussions throughout the training. RESULTS/ANTICIPATED RESULTS: Pre- and post-training scores for mentoring competency assessment were compared across six sub-indexes. Paired t-tests showed a significant difference for the maintaining effective communication competency, p = 0.0202. Comparisons of individual items also showed positive changes in the promoting professional development competency, p = 0.0161). Qualitative assessment revealed that most mentor trainees recognized a distinction between a mentor and a supervisor or on-the-job-trainer. Furthermore, most have been informal mentors without a formal role assignment, the need for ongoing mentoring, and potential of mentoring networks. DISCUSSION/SIGNIFICANCE OF IMPACT: CRPs is a diverse group of research support professionals who may hold the roles of research study coordinators, research nurses, regulatory and compliance specialists. Tailored mentoring can provide essential infrastructure for ongoing professional development and support talent retention.
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7

Gavrutenko, T. V. "Management of the Development of Continuing Education for Schoolchildren of Psychological and Pedagogical Classes." Review of Omsk State Pedagogical University. Humanitarian research, no. 42 (2024): 151–55. http://dx.doi.org/10.36809/2309-9380-2024-42-151-155.

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The article describes the methodological aspects of early career guidance of schoolchildren for teaching professions based on mentoring final year students of a pedagogical university. The need for a scientific rethinking of the conceptual foundations of mentoring schoolchildren in psychological and pedagogical classes, as well as its important practical significance in matters of professional self-determination, form the relevance of this topic. The principles of interaction between the school and the university are specified. A model of mentoring schoolchildren in psychological and pedagogical classes is proposed.
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Karasik, Rona. "FULL CIRCLE: MENTORING IN GERONTOLOGY AND GERIATRICS EDUCATION." Innovation in Aging 6, Supplement_1 (2022): 169. http://dx.doi.org/10.1093/geroni/igac059.673.

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Abstract More than just a buzzword in business and education, mentoring is a complex interactional process that, at its best, fosters personal and professional development for all involved. In other words, a good mentoring relationship can be both transformative and reciprocal. This raises the question of what is (and is not) a good mentoring relationship? Moreover, how does one enter into and capitalize on the benefits of mentorship? While some mentoring relationships are intentionally created, others seem to evolve so organically that participants are not immediately aware of mentoring’s presence. The current presentation looks at the nature of mentoring relationships within the context of gerontology and geriatrics education from both the mentor and mentee perspectives.
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Coppin, Rosalie, and Greg Fisher. "Professional association group mentoring for allied health professionals." Qualitative Research in Organizations and Management: An International Journal 11, no. 1 (2016): 2–21. http://dx.doi.org/10.1108/qrom-02-2015-1275.

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Purpose – Mentoring is widely used in the health sector, particularly for early career professionals in the public health system. However, many allied health professionals are employed in private practice and rely on their professional association to provide mentoring support and training. This mentoring context is under-researched. The paper aims to discuss these issues. Design/methodology/approach – A purposeful sample of 15 allied health professionals were interviewed using semi-structured interviews that were then analyzed using template analysis. Findings – The many-to-many group mentoring program delivered valuable knowledge, diagnostic skills and networking opportunities but did not provide inclusion, role modeling or psychosocial support to participants. Also identified were structural and operational issues including; the role of the coordinator in addressing contribution reluctance and participant confidence, confidentiality issues, lack of mentor training and overall organization of the program. Practical implications – Group mentoring is a valuable method of delivery for professional associations. The many-to-many group mentoring model is beneficial in a situation where the availability of mentors is limited. Further, the importance of having a dedicated program coordinator and a skilled facilitator is emphasized. Originality/value – This research contributes to the limited literature on many-to-many group mentoring by reviewing the effectiveness of an existing many-to-many group mentoring program for allied health professionals delivered by a professional association.
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Porter, Tyrone M. "Mentoring through an inclusive lens." Journal of the Acoustical Society of America 153, no. 3_supplement (2023): A191. http://dx.doi.org/10.1121/10.0018622.

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There is a great deal of building equitable and inclusive teams in STEM professions, but there are limited resources on how to achieve this goal. Today I will share on my mentoring philosophy and my efforts to lead a research team that values diversity, equity, and inclusion.
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