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Bušmaitė, Eglė, and Angelė Kavaliauskienė. "Mentorystės reikšmė pradedančiųjų muzikos mokytojų profesinėje veikloje." Jaunųjų mokslininkų darbai 50, no. 2 (December 7, 2020): 8–15. http://dx.doi.org/10.21277/jmd.v50i2.298.
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Pradedantieji muzikos pedagogai pirmaisiais profesinės veiklos metais susiduria su problemomis, kurias galėtų padėti spręsti labiau patyręs pedagogas – mentorius. Mentorystė yra apibrėžiama kaip bendradarbiavimas, paremtas iš anksto sudarytu planu, kuris patenkina asmenybės augimo poreikius. Tai procesas, kuris yra susijęs su patirtiniu mokymusi, formuojant globojamo asmens požiūrį į pedagoginį darbą, atsakomybę ir pareigas. Mentoriaus veikla yra įvairialypė, tad jam reikalingas platus kompetencijų, žinių, vertybių, asmeninių savybių ir gebėjimų spektras. Jo kompetencijos grindžiamos ne tik profesiniais, pedagoginiais, asmeniniais, bet ir vadybiniais, suaugusiųjų mokymo ir konsultavimo bei administravimo gebėjimais.Kokybinio tyrimo metu norėta išsiaiškinti, su kokiais sunkumais ir problemomis susiduria pradedantieji muzikos mokytojai ir kas galėtų padėti jas spręsti, o kartu ir integruotis į profesinę darbo rinką. Tyrimo tikslui pasiekti buvo panaudota mokslinės ir metodinės literatūros analizė, standartizuotas atvirasis interviu. Tyrimas vyko 2020 m. balandžio mėnesį, jame dalyvavo 8 pradedantieji dirbti muzikos pedagogai.Kokybinis tyrimas atskleidė, kad daugelis pradedančiųjų muzikos pedagogų susiduria su adaptacijos laikotarpiu. Adaptacijos laikotarpiu kylančias įvairias profesines problemas – praktinės patirties trūkumą, nepakankamą drausmę klasėje, nedraugišką kolegų požiūrį, neigiamus emocinius išgyvenimus – iš dalies galėtų padėti spręsti skirtas patyręs pedagogas – mentorius. Pradedančiajam muzikos pedagogui labiausiai reikalinga pagalba yra trijose kryptyse: profesinėje (pedagoginėje ir dalykinėje), ugdytinių pažinimo ir aktyvaus ugdymo įstaigos įsitraukimo. Sėkmingai pradedančiųjų muzikos pedagogų profesinei veiklai didžiausią įtaką turi teigiamos mentoriaus savybės, tokios kaip bendravimas ir bendradarbiavimas, motyvacija, pozityvumas, lojalumas bei atsakingumas.
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Souza, Ana Paula Gestoso de, and Aline Maria de Medeiros Rodrigues Reali. "Práticas de mentoria e imagens projetadas dos processos realizados: um estudo de dois casos (Mentoring practices and projected images of the processes: two case studies)." Revista Eletrônica de Educação 14 (October 9, 2020): 4142119. http://dx.doi.org/10.14244/198271994142.
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e4142119This exploratory research focuses on the work of two beginning mentors - experienced teachers - and highlights their mentoring practices, the projected images of the performed processes and their relationships. We understand those practices as intentional actions directed to their demands - derived from continuous interpretation and decision-making processes - that aims to promote the mentees’ teacher professional learning. We analyzed the mentors' practices over 19 months as the interactions they established with the beginning teachers they mentored. It was observed that each mentor is constructing a mentoring personal style. In this process, they interpret themselves inserted in a certain context and to face the situations they develop a proper response. Their mentoring behaviors and practices reveal how much they rely on their teaching practices as they also demonstrate their decisions, acts, and the recognition of themselves as mentors, making it clear that they are building a framework for mentoring. The construction of a proper way of seeing oneself as a mentor and acting as such reveals patterns of mentoring, the characteristics of social, teaching and cognitive presences and the specificities of each interaction and, in a way, the learning of teachers experienced in this process.ResumoTrata-se de uma pesquisa exploratória que se volta para a atuação de duas mentoras iniciantes – professoras experientes – enfocando as práticas de mentoria, as imagens projetadas dos processos realizados e as relações que podem ser estabelecidas entre esses dois aspectos. Compreende-se que essas práticas são processos de ações intencionais – derivadas de processos contínuos de interpretação e de tomada de decisão – voltadas para a aprendizagem profissional da docência e dirigidas às demandas dos professores iniciantes acompanhados. Foram analisadas as produções das mentoras ao longo de 19 meses e as interações estabelecidas com as professoras iniciantes que acompanharam. Observa-se que cada mentora está construindo um estilo próprio de ser mentora e nesse processo elas vão interpretando a si mesmas inseridas em determinado contexto e desenvolvendo uma resposta própria às situações enfrentadas. Seus comportamentos e práticas de mentoria revelam o quanto se apoiam na própria prática docente e ao mesmo tempo demonstram que tomam decisões, agem e se reconhecem como mentoras. Evidencia-se que elas estão construindo quadros de referência para a mentoria. A construção de um modo próprio de se ver como mentora e de atuar como tal revela padrões de mentoria, as características das presenças social, docente e cognitiva e as especificidades de cada interação e, de certo modo, as aprendizagens das professoras experientes nesse processo.Palavras-chave: Formação de professores, Programa de indução, Professores experientes, Práticas de Mentoria.Keywords: Teacher education, Induction program, Experienced teachers, Mentoring practices.ReferencesBOLÍVAR, Antonio; DOMINGO, Jesus; FERNANDEZ, Manuel. La investigación biográfico-narrativa en educación: enfoque y metodología. Madri, Espanha: Editorial La Muralla S.A., 2001.BRAGA, Fabiana Marini et al. Diálogo intergeracional virtual, conversas interativas em um Programa Híbrido de Mentoria: temas e características da abordagem de professoras experientes-mentoras, artigo não publicado, 2019.GARRISON, Randy; ANDERSON, Terry; ARCHER, Walter. Critical thinking, cognitive presence and computer conferencing in distance education. American Journal of Distance education, Pennsylvania, v.15, n.1, p.7-23, 2001. Disponível em https://www.researchgate.net/publication/245816834_Critical_Thinking_Cognitive_Presence_and_Computer_Conferencing_in_Distance_Education. Acesso em: 10 de fev. de 2010.GLICKMAN, Carl D. The Developmental Approach to Supervision. Educational Leadership. Virginia. v.38, n.2, p178-80, nov. 1980.HONG, Yihua; MATSKO, Kavita Kapadia. Looking Inside and Outside of Mentoring: Effects on New Teachers’ Organizational Commitment. American Educational Research Journal, December 2019, Vol. 56, No. 6, pp. 2368–2407.HUBERMAN, Michaël. O ciclo de vida profissional dos professores. In: NÓVOA, Antonio. (Org.). Vidas de professores. 2. ed. Porto: Porto Editora, p. 31-61, 1995.KENNEDY, Mary. Parsing the Practice of Teaching. Journal of Teacher Education, v. 67, n. 1, p. 6-17, 2016.MARCELO, Carlos; VAILLANT, Denise. Desarrollo profesional docente: Cómo se aprende a enseñar? Narcea, S.A. de Ediciones, 176p, 2009.MIZUKAMI, M. da G. N; REALI, A. R. Aprender a Ser Mentora: um estudo sobre reflexões de professoras experientes e seu desenvolvimento profissional. Currículo sem Fronteiras, v. 19, n. 1, p. 113-133, jan./abr. 2019. Disponível em: http://www.curriculosemfronteiras.org/artigos.htm Acesso em 13 de dezembro de 2019.NÓVOA, Antonio. Entre a formação e a profissão: ensaio sobre o modo como nos tornamos professores. Currículo sem Fronteiras, v. 19, n. 1, p. 198-208, jan./abr. 2019. Disponível em: http://www.curriculosemfronteiras.org/artigos.htm Acesso em 13 de dez. de 2019.REALI, Aline Maria de Medeiros Rodrigues; TANCREDI, Regina Maria Simões Pucinelli; MIZUKAMI, Maria da Graça Nicoletti. Programa de mentoria on-line: espaço para o desenvolvimento profissional de professoras iniciantes e experientes. Educação e Pesquisa. São Paulo. 34 (1), pp. 77-95. jan./abr., 2008. Disponível em: http://www.scielo.br/scielo.php?pid=S1517-97022008000100006&script=sci_abstract&tlng=pt Acesso em 5 de mai. de 2015.SNOECKX, Mireille. Formadores de Professores, uma identidade ainda balbuciante. In ALTET, Marguerite et. al. A profissionalização dos formadores de professores. Porto Alegre: Artmed. 2003.
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Bailey, Sarah Frances, Elora C. Voyles, Lisa Finkelstein, and Kristina Matarazzo. "Who is your ideal mentor? An exploratory study of mentor prototypes." Career Development International 21, no. 2 (May 9, 2016): 160–75. http://dx.doi.org/10.1108/cdi-08-2014-0116.
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Purpose – One of the main aspects of a mentoring relationship involves the expectations that mentees have of an ideal mentor. However, the traits that mentees envision in an ideal mentor are unclear. The purpose of this paper is to present series of studies examined mentees’ ideas about their ideal mentor’s physical characteristics and mentoring functions. The authors also examined gender and racial (white/nonwhite) differences in ideal mentor preferences. Design/methodology/approach – The two studies examined what mentees envision when they picture their ideal mentor, and whether the ideal mentor prototypes varied by participants’ ethnicity and gender. Study 2 further examined mentees’ ideal mentor characteristics in a forced choice ranking scale and the ideal mentor scale (Rose, 2003). Findings – When asked to describe their ideal mentor’s appearance, participants provided detailed descriptions of the ideal mentor’s features. They also emphasized mentoring characteristics and behaviors, such as guidance. Participants’ preferences for their ideal mentor’s gender and race varied by the question format (open-ended description vs scale).When asked to envision their ideal mentor (Study 2), participants emphasized guidance, interpersonal warmth, and ethical integrity. Other mentoring characteristics and behaviors emerged in the content coding framework. Prototypes of the ideal mentors varied based on ethnicity and gender, but also on how the question was presented. Originality/value – These findings suggest that the ideal mentor prototype involves guidance, understanding, and role modeling ethical values. Like other organizational roles (i.e. leaders), awareness of these traits informs how employees view mentors and what they expect from mentoring relationships. Facilitators of mentoring programs can consider the ideal mentor prototype during the matching process and the initial stages of the mentoring relationship.
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Gardiner, Wendy, and Nina Weisling. "Challenges and complexities of developing mentors’ practice: insights from new mentors." International Journal of Mentoring and Coaching in Education 7, no. 4 (December 3, 2018): 329–42. http://dx.doi.org/10.1108/ijmce-12-2017-0078.
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Purpose Induction mentoring for early career teachers is a complex practice, requiring knowledge and skills distinct from teaching. However, more is known anecdotally than empirically about the challenges new mentors face and the type of support they need as they transition from teacher to induction mentor. The paper aims to discuss these issues. Design/methodology/approach This qualitative study investigated how nine first-year mentors developed, conceptualized and enacted their mentoring practice by asking, what supports/inhibits new mentors’ professional learning and practice? Are there patterns of struggle/challenge that new mentors face? Primary data sources included three 45–60-minute structured, individual interviews across each mentor’s first year. Data analysis was inductive, involving open and axial coding. Findings Mentors struggled to navigate multiple complex relationships with administrators, teachers and students. The quality of these relationships impacted their sense of efficacy and mentoring ability. Despite receiving what mentors perceived as effective professional development (PD), all mentors found it difficult to apply knowledge in practice. Mentors also experienced a steep and varied learning curve and identified supports that enhanced their knowledge and situated application of new teacher-centered mentoring. Originality/value Despite increases in mentoring programs, there is a lack of research addressing new mentors’ needs and development. This study makes a contribution by identifying new mentors’ needs and challenges and by providing recommendations for situated, responsive, and ongoing PD.
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Weiler, Lindsey M., Ashley A. Chesmore, Julia Pryce, Shelley A. Haddock, and Tara Rhodes. "Mentor Response to Youth Academic Support–Seeking Behavior." Youth & Society 51, no. 4 (March 26, 2017): 548–69. http://dx.doi.org/10.1177/0044118x17697235.
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Mentoring-based interventions for adolescent offenders are promising strategies for reducing the likelihood of academic underachievement, truancy, and school dropout. Program effectiveness, however, varies widely. Investigation into factors that strengthen the impact of mentoring on academic-related outcomes is warranted. One factor might be academic attunement, or the degree to which a mentor’s emphasis on academics is consistent with youth’s academic support–seeking behavior and desire for academic help. This within-group study examined the relationship between mentor attunement and academic outcomes among youth ( N = 204; ages 11-18; 54.5% male) who participated in a time-limited mentoring program. Latent profile analysis identified three distinct groups: attuned mentors, overfocused mentors, and underfocused mentors. In general, youth with attuned mentors reported better postintervention scores as compared with youth with misattuned (i.e., overfocused or underfocused) mentors on perception of school usefulness and importance, academic self-efficacy, and truancy, but not grade point average. Findings suggest the importance of monitoring academic attunement.
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Perevalova, O. S., S. A. Barkalov, N. Yu Kalinina, and D. N. Batrakova. "A MODEL FOR THE ENHANCEMENT OF EFFECTIVENESS OF ON-THE-JOB TRAINING PROCESS." Bulletin of the South Ural State University. Ser. Computer Technologies, Automatic Control & Radioelectronics 21, no. 3 (August 2021): 100–112. http://dx.doi.org/10.14529/ctcr210310.
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The article considers some aspects of the mentoring process management, namely incentives for mentors. To that end, we consider in detail a model for staff training evaluation, which takes place in the form of mentoring, one of the most popular forms of on-the-job training. The aim of the present study is to develop an effective incentive model for mentors, which aims to improve the effectiveness of their performance management, as this model involves not only the establishment of an effective system of allowances and additional payments to mentors, but also an evaluation system of duties performed by staff. Materials and methods. It is planned to assess the training in the following areas: corporate competencies; professional competencies and implementation of an established plan. For this purpose it is proposed to use the “360 degrees” method, direct inspection and other methods of collecting information depending on the measured indicators. Following the evaluation process it is expected to obtain a comprehensive mentoring assessment, which can be used to adjust the mentoring procedure, a comprehensive assessment of a student, which demon-strates learning outcomes as well as a comprehensive assessment of a mentor, which could be used to create an incentive model for mentors. In order to develop an effective mentoring system it is proposed to make the size of mentoring allowance dynamic, i.e. directly dependent on the results of mentoring – comprehensive assessment of a mentor. It is proposed to build a comprehensive as-sessment of mentoring procedure by means of additive convolution of criteria. Results. Therefore, the essence of mentor bonus dynamism strategy includes the following aspects. First, the mentor will receive a fixed compensatory bonus for the entire mentoring period. Second, the mentor will receive an incentive bonus. It is proposed to determine the amount of the bonus as a percentage of the mentor's salary calculated as a multifaceted evaluation of the mentoring process that will directly depend on the mentor's contribution to the mentoring process. Conclusion. It is expected that the implementation of the proposed model in the practice of mentoring procedure management will in-crease its effectiveness and reduce the formality, which we see in practice today.
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Jenkinson, Kate Adele, and Amanda Clare Benson. "The Assessment and Mentoring Program (AMP): Final Year Pre-Service Physical Education Peer Mentors Perceptions of Effective Mentoring." Journal of the Scholarship of Teaching and Learning 17, no. 2 (May 11, 2017): 35–44. http://dx.doi.org/10.14434/josotl.v17i2.20769.
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In the teacher education context, most peer mentoring programs have focused on pre-service teachers and a qualified teacher mentor within schools (Hobson, et.al., 2009; Ambrosetti, Knight & Dekkers, 2014). Few studies have focused on mentoring between pre-service physical education teachers. Therefore, we describe the Assessment and Mentoring Program (AMP): a four-way collaborative learning community. Mentoring occurs between final year physical education students (mentors), reciprocally between mentors and their year two mentees, and in collaboration with lecturers. Prior to the commencement of the AMP, to understand the pre-service mentors’ perception of effective mentoring, they were asked to annotate an A3 poster with the characteristics they perceived were required to be the ‘perfect’ mentor and complete the AMP successfully. We present data of their perceptions. De-identified data were transcribed verbatim, coded and analysed using NVivo (Version10) software to explore themes of the mentor’s perceptions of effective mentoring within the context of Le Cornu’s (2005) critical mentoring framework including interpersonal skills, a mentoring attitude and critical reflection. The AMP mentors identified characteristics in all three categories; organisation was also identified as an essential mentoring characteristic. Students’ perceived a diverse set of mentoring skills were required. Given that many key skills developed through mentoring are important for pre-service teachers when they graduate, the challenge is how to provide relevant, authentic and context specific experiences for students that enable them to become collaborative reflective practitioners who can provide quality learning and assessment opportunities for their own diverse students within the constraints of a university environment.
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Eliahoo, Rebecca. "An analysis of beginning mentors’ critical incidents in English post-compulsory education." International Journal of Mentoring and Coaching in Education 5, no. 4 (December 5, 2016): 304–17. http://dx.doi.org/10.1108/ijmce-08-2016-0060.
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Purpose This qualitative study explores the barriers and dilemmas faced by beginning and novice mentors in post-compulsory education in the Southeast of England. It analyses critical incidents (Tripp, 2012) taken from the everyday practice of mentors who were supporting new teachers and lecturers in the Southeast of England. It categorises different types of critical incidents that mentors encountered and describes the strategies and rationales mentors used to support mentees and (indirectly) their learners and colleagues. The purpose of this paper is to explore ways in which mentors’ own values, beliefs and life experiences affected their mentoring practice. Design/methodology/approach As part of a specialist master’s-level professional development module, 21 mentors wrote about two critical incidents (Tripp, 2012) taken from their own professional experiences, which aimed to demonstrate their support for their mentee’s range of complex needs. These critical incidents were written up as short case studies, which justified the rationale for their interventions and demonstrated the mentors’ own professional development in mentoring. Critical incidents were used as units of analysis and categorised thematically by topic, sector and mentoring strategies used. Findings The research demonstrated the complex nature of decision making and the potential for professional learning within a mentoring dyad. The study of these critical incidents found that mentors most frequently cited the controversial nature of teaching observations, the mentor’s role in mediating professional relationships, the importance of inculcating professional dispositions in education and the need to support new teachers so that they can use effective behaviour management strategies. Originality/value This study contributes to the understanding of the central importance of mentoring for professional growth within teacher education. It identifies common dilemmas that novice mentors face in post-compulsory education, justifies the rationale for their interventions and mentoring strategies and helps to identify ways in which mentors’ professional development needs can be met. It demonstrates that mentoring is complex, non-linear and mediated by mentors’ motivation and values.
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Guk, О., and J. Udovenko. "ENSURING THE ORGANIZATION OF THE MENTORING PROCESS FOR ORPHANS IN UKRAINE." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 6 (2020): 27–31. http://dx.doi.org/10.17721/2616-7786.2020/6-1/6.
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The article describes the concept of "mentoring", "mentor", the purpose and objectives of "mentoring" in accordance with current legislation of Ukraine. The importance of mentoring for socialization and preparation for independent orphans' and children living who are deprived from parental care and live in boarding schools is outlined. This activity is new for Ukraine, so it needs justification. Based on the results of theoretical analysis and practical study of the mentoring needs of children who live in the institution, we described the organization of the mentoring process, which includes training orphans and children deprived of parental care to participate in the mentoring program and work with citizens who have identified desire to become mentors. Research methods: methods of theoretical analysis, generalization and modeling; analysis of documents (assessment of the child's needs, mentor's individual work plan). The study to ensure the organization of the mentoring process in accordance with the direction of training orphans and children deprived of parental care, provides for such stages of socio-psychological work as acquaintance with staff, establishing contact with children, assessing the needs of children and their social environment, planning socio-psychological work. And in accordance with the direction of work with citizens who have expressed a desire to become mentors, such stages as conducting an information campaign to involve the community in mentoring, first contact with citizens by phone, information meeting with citizens who have expressed a desire to become mentors, the first psychological consultation, visit to the family of specialists of the program, training "Preparation of mentors for orphans and children deprived of parental care", repeated psychological consultation, conclusion of socio-psychological readiness of citizens to be mentors, mutual selection of children and candidates for mentors, social and psychological support and mentor. Ensuring the organization of the mentoring process for orphans and children who are deprived from parental care will serve to increase the individual's ability to navigate flexibility in social conditions and effectively interact with the social environment, promote socialization and social integration.
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Lee, Hsun-Ming, and Mayur R. Mehta. "E-Mentoring Through a Network of Practice on Facebook." International Journal of Knowledge-Based Organizations 5, no. 1 (January 2015): 34–45. http://dx.doi.org/10.4018/ijkbo.2015010103.
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Facebook is the most popular social networking site, with more than 500 million active members. With its ability to easily manage multi-user social networks synchronously, it provides a fertile foundation to promote e-mentoring among the current generation of technology- and Facebook-astute students. This study reviews Network of Practice (NoP) theories to provide insights to a mentoring structure that facilitates the sharing and exchange of profession-related knowledge. A Facebook application was developed to conduct an experiment that examined factors that affect the performance of the mentoring program based on a NoP. A class of college students, which used the application to connect to recent graduates and industry experts, allowed us to observe and analyze live mentoring activities. The authors' findings indicated that the mentor's gender appeared to impact the relationship that developed between mentors and protégés via Facebook, and that the students were indifferent about the years of experiences of their mentors.
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McKevitt, David, and Donna Marshall. "The legitimacy of entrepreneurial mentoring." International Journal of Entrepreneurial Behavior & Research 21, no. 2 (April 13, 2015): 263–80. http://dx.doi.org/10.1108/ijebr-05-2014-0089.
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Purpose – The purpose of this paper is to present findings from longitudinal case studies of small firm mentoring relationships in Ireland. The rationale is to explore the gaps between the theory and practice of small firm mentoring. Design/methodology/approach – The paper uses a comparative case study design involving interviews, observation and secondary sources of evidence including business plans. Findings – In contrast to the literature the paper extends the role of mentors in the small firm context as offering direct and indirect support, which reduces uncertainty in order to increase legitimacy of the business entity. Research limitations/implications – The cases highlight a conflict between the broad theoretical scope of the mentor process vs a narrow role assumed by best practice. Practical implications – The research presents an opportunity to enhance the pragmatic vs paternalistic perspective of small firm mentoring. The authors argue that for mentoring theory to be useful then a mentor’s role-set in small firms may be wider and should be more direct than mentors in large corporations. Originality/value – The emergent theoretical framework combines organisational learning and decision-making theories. The paper contributes to the theoretical development of mentoring by extending the range and defining the role of mentors in the context of small firms.
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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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Moore, James Hatch, and Zhongming Wang. "Passion in executive mentoring influences organizational innovativeness." Social Behavior and Personality: an international journal 46, no. 2 (February 2, 2018): 219–31. http://dx.doi.org/10.2224/sbp.6487.
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Mentoring is a popular resource for individual and organizational improvement. In this study we examined for the first time passion in executive mentoring as a potential approach to developing organizational innovativeness. In most previous studies the executives, for example, chief executive officers, were the mentors, but we took the opposite view, namely, the executives were the mentees. Results confirmed the hypotheses that the executive's perception of the mentor's passion was positively related to the executive's perception of organizational innovativeness, through the quality of mentoring and cognitive adaptability. Confirmatory factor analysis and regression analysis confirmed the validity of the results. Results demonstrated the value of passion in executive mentoring and the subsequent link to organizational innovativeness via the quality of mentoring and cognitive adaptability. Theoretical and managerial implications and directions for further research are discussed.
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Zvaigzne, Anda, and Inta Kotāne. "MENTORING AS ONE OF THE PREREQUISITES FOR THE DEVELOPMENT OF THE ENTREPRENEURIAL ENVIRONMENT." ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 1 (June 20, 2019): 359. http://dx.doi.org/10.17770/etr2019vol1.4088.
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The quality of the entrepreneurial environment is one of the preconditions for the competitiveness of the national economy of Latvia. Mentoring in entrepreneurship is mainly used to foster the expansion of new and less-experienced enterprises. Cooperation between a mentor and a mentee gives opportunities for the mentee to grow and develop. The paper is based on the implementation results for the research grant "Mentoring Opportunities for Entrepreneurship Development in Rezekne Municipality”. The research aim is to examine mentoring as one of the preconditions for the development of the entrepreneurial environment. The research results revealed that mentoring could be one of the most effective ways how to promote an increase in the number of entrepreneurs and economic growth. Potential mentors rated a mentor’s knowledge of relevant business legislation and how to enter a new market and attract a new cooperation partner as “important” and “very important”. Mentees, in contrast, wished to make new contacts, acquire new cooperation partners and attract investments and funds with the help of their mentors as well as expected that their mentors would help them to reveal their personal potential and how to effectively use it in entrepreneurship. The key traits needed by mentees, the potential mentors referred to, confirmed the theoretical principles of mentoring – mentors have to hear and listen and to help their mentees to find answers to problems themselves. In Rezekne municipality, mentoring in entrepreneurship could contribute to the development of less-experienced enterprises. Accordingly, it is necessary to continue the research begun by the authors, identifying and creating a database of potential mentors and mentees in the other municipalities of Latgale region who can and are ready to engage in the business mentor network. Research methods used: monographic and descriptive, analysis, synthesis, statistical analysis and a sociological method – surveying. The research was done based on relevant research studies by foreign and national scientists as well as industry experts, data of the Central Statistical Bureau and other information sources.
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Lipke, Tamara Beth. "MENTORING PROCESSES STRENGTHENING WOMEN’S RELATIONAL LEADERSHIP A PILOT STUDY." Periferia 10, no. 2 (July 10, 2018): 80–102. http://dx.doi.org/10.12957/periferia.2018.33131.
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A prestação de apoio a diretores por meio da orientação tem sido estudada em vários campos e em vários pontos ao longo do ciclo de carreira. Este estudo piloto qualitativo foi elaborado para explorar o impacto percebido de um manual de mentoria sobre o desenvolvimento profissional de diretores envolvidos em uma iniciativa de mentoring em um contexto de distrito escolar. Este manual serviu de guia para a construção de relacionamentos e o crescimento profissional para principiantes e primeiros carreiristas. O manual apresentou uma abordagem auto-orientada para o desenvolvimento profissional e abordou os papéis das diretoras mentora e aprendiz. Uma análise das percepções das participantes do estudo feminino contribuiu para o surpreendente achado interpretativo de que as mentoras do sexo feminino tinham maior probabilidade de vincular seu trabalho de mentoria ao seu crescimento individual. Mentoras do sexo feminino também discutiram sua orientação no contexto de suas relações com os outros. A relação formal de orientação era dual. Isso confirma pesquisas sobre mulheres e mentoria e sugere abordagens futuras para investigar o impacto de mais formas de orientação orientadas para a equipe.
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Garza, Rubén, Ellen L. Duchaine, and Raymond Reynosa. "A year in the mentor's classroom." International Journal of Mentoring and Coaching in Education 3, no. 3 (November 4, 2014): 219–36. http://dx.doi.org/10.1108/ijmce-07-2013-0044.
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Purpose – The purpose of this paper is to examine preservice teachers’ perceptions of their learning and teaching experiences in a mentor's classroom during a year-long field-based placement in a high-need urban school. In addition, the authors sought to examine how the experiences contributed to their professional growth and development as future teachers. Design/methodology/approach – This qualitative study used constant comparative analysis (Strauss and Corbin, 1998) to examine preservice teachers’ responses to an open-ended questionnaire, program survey, and also in focus groups about their mentoring experiences. Findings – The findings provide insight into participants’ mentors’ influence during a year-long placement and into characteristics of effective mentoring that contributed to their growth. Major findings of preservice teachers’ mentoring experiences in a high-need urban setting reflected two dominant themes: experiencing a pedagogical fulcrum and navigating the tributaries of professionalism. Research limitations/implications – The study is limited by the small number of participants from one large public university and included only secondary preservice teachers enrolled in one residency program designed to prepare mathematics, science, and special education teachers. Caution should be taken against generalizing the findings, regarding preservice teachers’ learning and teaching experiences in a mentor's classroom, to resident teachers in other areas due to the small sample size and interpretation of the findings. Originality/value – The findings provide a different perspective about the mentoring process to that provided by previous studies because preservice teachers learned and taught in the mentor's classroom during one academic school year without being evaluated by the mentor. The findings illuminate preservice teachers’ professional growth fostered by their experiences and highlight characteristics of the mentor's influence that contributed to their development.
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Stanulis, Randi N., Lindsay J. Wexler, Stacey Pylman, Amy Guenther, Scott Farver, Amy Ward, Amy Croel-Perrien, and Kristen White. "Mentoring as More Than “Cheerleading”: Looking at Educative Mentoring Practices Through Mentors’ Eyes." Journal of Teacher Education 70, no. 5 (May 4, 2018): 567–80. http://dx.doi.org/10.1177/0022487118773996.
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Traditionally, classroom teachers have been asked to “cooperate” during student teaching, providing advice to imitate and emotional support to meet immediate needs. Based on theories of educative experience, educative mentoring focuses on growth, continuity, and inquiry. The purpose of this study was to understand what educative practices look like through the eyes of 10 mentor teachers who participated in six mentor study groups across a school year. We report on mentor’s talk about and enactment of three practices: coplanning, observing and debriefing, and analyzing student work. Although we introduced and gave name to particular mentoring practices, the mentors’ interpretations of what these look like when done in educative ways helped us craft the definitions we present in our findings. The findings of this study highlight that mentors benefit from professional learning that is focused on concrete practices with opportunities to develop over time in educative ways.
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Silva, Natanias Macson da, Leonel Francisco de Oliveira Freire, Anne Itamara Benigna Evangelista Aires, Marcos Daniel Oliveira e. Silva, Stheshy Vieira e. Souza, Micássio Fernandes de Andrade, Ellany Gurgel Cosme do Nascimento, and Thales Allyrio Araújo de Medeiros Fernandes. "Peer-mentoring na educação em saúde: quais as suas aplicações, limitações e estratégias para o sucesso?" Research, Society and Development 10, no. 11 (August 22, 2021): e52101119343. http://dx.doi.org/10.33448/rsd-v10i11.19343.
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Este estudo buscou investigar a contribuição do Peer-Mentoring na formação acadêmica de base e educação continuada de profissionais da saúde, bem como identificar as principais limitações, desafios e alternativas para atingir o sucesso de sua implementação. Trata-se de um estudo de revisão integrativa com busca sistemática, realizada nas bases de dados PubMed, Scopus, Web Of Science, Education Resources Information Center (ERIC) e Biblioteca Virtual em Saúde (BVS). Foram incluídos artigos eletrônicos, disponíveis na íntegra, nos idiomas português, inglês e/ou espanhol e publicados nos últimos 5 anos. Excluiu-se os estudos do tipo revisão de literatura, resumos, carta ao editor, manuscritos duplicados e estudos que não apresentaram relação com a temática. Os seguintes descritores foram combinados com os operadores booleanos AND e OR: “Peer-Mentoring”, “Peer Group”, “Mentoring”, “Mentors”, “Health Education” e "Education, Medical”. Foram coletados 31 artigos elegíveis, que passaram por uma análise na íntegra e fichamento dos dados. Os estudos foram agrupados em cinco categorias de análise: (1) contribuição do Peer-Mentoring no processo de formação acadêmica; (2) impacto do Peer-Mentoring na educação continuada de profissionais da saúde educação continuada; (3) limitações são encontradas durante a execução do Peer-Mentoring; (4) desafios pedagógicos que devem ser vencidos, no transcurso da mentoria entre pares; (5) Como atingir o sucesso durante a implantação e execução de programas de Peer-Mentoring?. O Peer-Mentoring mostrou-se capaz de melhorar significativamente o processo de ensino em saúde. Perspectivas futuras apontam para uma maior adesão, por parte das instituições de ensino, em inserir a mentoria entre pares nos programas pedagógicos.
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Prieto-Flores, Òscar, Xavier Casademont, and Jordi Feu. ""I had him in my head reminding me to persist ": The Role of Mentoring in Shaping Immigrant Youth Expectations." Pedagogia i Treball Social 8, no. 2 (March 25, 2020): 4. http://dx.doi.org/10.33115/udg_bib/pts.v8i2.22391.
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Aquest estudi presenta dades amb l’objectiu d’analitzar les expectatives educatives i ocupacionals dels estudiants immigrants de classe treballadora que varen participat en un programa de mentoria en el passat. Per tal de realitzar un seguiment longitudinal d’estudi de cas dels mentors, els adolescents immigrants van ser enquestats abans i després de participar en el programa i de nou quatre anys després. Les dades de les entrevistes en profunditat mostren com les expectatives dels mentorats es troben condicionades pel paper del mentor o d’altres adults significatius. Els resultats suggereixen la qualitat de la relació, el paper actiu dels mentors com a agents institucionals, la manera com els mentors van proporcionar habilitats de capital social als estudiants i la manera com els mentors van tractar el llenguatge del nou context d’acollida com a trets clau per a l’apoderament dels estudiants.
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Young, Angela M., and Pamela L. Perrewé. "What Did You Expect? An Examination of Career-Related Support and Social Support Among Mentors and Protégés." Journal of Management 26, no. 4 (August 2000): 611–32. http://dx.doi.org/10.1177/014920630002600402.
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Perceptions of mentors and protégés were examined to understand how the mentoring exchange is perceived and how perceptions of the exchange influence feelings about the relationship. In particular, we suggest that there are specific behaviors related to career and social support exhibited throughout the mentoring process. It was hypothesized that when relevant career and social support behaviors are exhibited sufficiently to meet the expectations of a partner, higher levels of relationship effectiveness, and trust for a partner are realized. Findings indicate that when protégés are open to advisement and coaching, and put forth effort in accomplishing required work or projects, a mentor’s perceptions of relationship effectiveness and trust felt for the protégé are positively influenced. When mentors engage in sufficient levels of social support behaviors to meet a protégé’s expectations, a protégé will form higher perceptions of relationship effectiveness and trust for the mentor. The findings of this study, implications for managers, and suggestions for future research are discussed in detail.
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Weinberg, Frankie J., Jay P. Mulki, and Melenie J. Lankau. "The impact of effort-oriented epistemological beliefs on mentoring support." Journal of Workplace Learning 27, no. 5 (July 13, 2015): 345–65. http://dx.doi.org/10.1108/jwl-12-2013-0111.
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Purpose – The purpose of this paper is to examine the role of mentor beliefs about effort related to the knowledge and learning process on their extent of mentoring at work, and to determine the role that the mentor’s perception of psychological safety plays in tempering this relationship. Design/methodology/approach – This study was conducted at an 820-member organization maintenance and operations organization consisting of a number of professions in which apprenticeship-style learning is prevalent. Data collection resulted in 570 members self-identifying as having mentored a less experienced colleague. Confirmatory factor analysis was used to confirm that the measurement instrument represents one unified factor, and a structural equation modelling approach was used to assess the relationships among the study’s latent variables. Findings – Results reveal that mentors who hold sophisticated effort-oriented beliefs are more likely to offer psychosocial support to their protégés. Further, although the relationship between effort-oriented beliefs and vocational support is not significant, the mentor’s perception of a psychologically safe work environment significantly moderates both sets of relationships. Research limitations/implications – As approximately 88 per cent of respondents work in service, as opposed to administrative groups, caution should be exercised in generalizing this study’s findings to the general workforce population. Further, the present study did not differentiate mentors who identified a current or previous subordinate as their protégé from those whose protégés were not a subordinate, nor did the authors differentiate formal from informal mentoring relationships. Thus, further investigation is needed to determine whether our hypothesized relationships differ in any unique manifestations of mentoring relationships at work. Practical implications – By providing a better understanding of the relationship between effort-oriented beliefs and mentoring at work, this study may help in the design of more effective mentoring relationships and ultimately enhance knowledge management and workplace learning. Originality/value – There is no previous research that investigates how one’s cognitions about the effort associated with the knowledge and learning process, in particular, influence mentoring at work. This study provides a model for understanding and developing enhanced mentoring relationships, which are considered a critical element of organizational learning.
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Šliogerienė, Jolita. "Refleksyvaus mąstymo skatinimas mokant svetimosios kalbos (anglų)." Acta Paedagogica Vilnensia 14 (January 17, 2016): 199–207. http://dx.doi.org/10.15388/actpaed.2005.14.9768.
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Refleksyvus mąstymas – tai mąstymas giliau ir atidžiau, tai yra probleminių situacijų sprendimas apgalvojant ir analizuojant kiekvieną detalę ar klausimą. Pagrindinė tyrimo hipotezė: svetimosios kalbos autonominės studijos skatina refleksyvųjį mąstymą, kai studentams suteikiama galimybė prisiimti atsakomybę už savo studijas. Studijose akcentuojamas refleksyvus mąstymas ir praktinės patirties savianalizė. Po kiekvienos sesijos atliekamas mokymo ir mokymosi įvertinimas, kurio tikslas - gauti grįžtamąjį ryšį ir tobulinti mokymosi procesą. Visi besimokančiųjų pasiekimai kaupiami „portfelyje". Jame savo komentarus ir vertinimus pateikia dėstytojas ar „mentorius“. „Portfeliu" remiasi ir baigiamasis įvertinimas. Atliktas tyrimas rodo, kad studentai turi būti skatinami prisiimti atsakomybę už savo studijas ir savarankiškai registruoti savo mokymosi pažangą. Kuo daugiau studentams suteikiama atsakomybės, tuo labiau jie yra pasirengę autonominėms studijoms. Pažymėtina, kad dizainas stipriai koreliuoja su atsakomybe (p= .000; r= .422**) ir su motyvacija (p = .000; r = .529**). Vadinasi, mokymosi aplinka turi įtakos studentų motyvacijai ir atsakomybės jausmui. Atlikus tyrimą, galima tvirtinti, kad struktūrizacijos būtinybę išreiškia maždaug pusė studentų. Gera mokymosi proceso struktūra rodo stiprų koreliacinės struktūros ir motyvacijos (p = .000; r = .308**), mokymosi aplinkos (p = .008; r = .218**) ir dėstytojo intervencijos būtinumo (p= .000; r = .502**) ryšį, kiek silpnesnė atskleista koreliacija su atsakomybe (p= .018; r = .196*). Vadinasi, gerai struktūrizuotas mokymosi procesas neskatina studentų prisiimti atsakomybės už savo studijas bei stabdo refleksyvųjj mąstymą.
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Leck, Joanne, and Barbara Orser. "Fostering trust in mentoring relationships: an exploratory study." Equality, Diversity and Inclusion: An International Journal 32, no. 4 (April 26, 2013): 410–25. http://dx.doi.org/10.1108/edi-01-2010-0007.
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PurposeMentoring has been identified as a key strategy to career development and has been argued to be indispensable for women to advance to positions of power. For mentoring to succeed, it is imperative that mentors trust their protégés. However, recent research has suggested that male mentors trust their male protégés more so than their female protégés. Since women are frequently mentored by men, it is imperative that they gain the same level of trust as their male peers enjoy. According to an established model of trust, trust is shaped by the mentor's perceptions of protégé ability, benevolence and integrity, as well as perceptions of the risk inherent to mentoring. This exploratory research aims to examine what influences these perceptions to shed light on how protégés can gain the trust of their mentors.Design/methodology/approachBecause little research has been conducted in this area, an exploratory qualitative design was chosen. Mayer, Davis and Schoorman's model of organizational trust is used as the theoretical framework.FindingsThis research sheds light on what predicts how trust is formed, fostered and lost in a mentoring context by examining factors that may influence perceptions of ability, benevolence, integrity and risk. Several protégé behaviors were identified that influenced perceptions of ability. Perceptions of benevolence were described as “feelings”. Perceptions of integrity were influenced by keeping confidences. Finally contextual factors, such as gender, were also identified as influencing the level of trust.Research limitations/implicationsThe sample size was based on only 24 mentors; as a consequence, the findings are exploratory in nature and not generalizable.Practical implicationsTrust has been identified as a critical component of an effective mentoring relationship. As a consequence, mentoring programs must include activities that assist in establishing and fostering trust between mentor and protégé.Social implicationsWomen are still under‐represented in positions of power. Mentoring has been widely adopted as a mechanism to help women climb the corporate ladder. The lack of female mentors frequently means that female protégés have to be mentored by men. If women are to break the “glass ceiling,” it is imperative that male mentors trust their female protégés to the same extent as their male protégés and provide them with the same career advancing opportunities.Originality/valueVery little research has examined the role of trust in mentoring, although trust has been identified as a critical element in other organizational activities, such as leadership, performance appraisal, labor‐management relations, interpersonal cooperation, e‐commerce transactions and self‐managing work teams.
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Duffy, Kathleen. "Mentoring the mentors." Nursing Standard 26, no. 28 (March 14, 2012): 61. http://dx.doi.org/10.7748/ns2012.03.26.28.61.p7830.
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Van Der Weyden, Martin B. "Mentors and mentoring." Medical Journal of Australia 182, no. 12 (June 2005): 601. http://dx.doi.org/10.5694/j.1326-5377.2005.tb06841.x.
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W. Darling, Lu Ann. "???Mentors??? and ???Mentoring???" JONA: The Journal of Nursing Administration 15, no. 3 (March 1985): 42???43. http://dx.doi.org/10.1097/00005110-198503000-00009.
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DARLING, LU ANN W. "MENTORS AND MENTORING." Nurse Educator 10, no. 6 (November 1985): 18–19. http://dx.doi.org/10.1097/00006223-198511000-00008.
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Duffy, Kathleen. "Mentoring the mentors." Nursing Standard 26, no. 28 (March 14, 2012): 61. http://dx.doi.org/10.7748/ns.26.28.61.s54.
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Abemayor, Elliot. "Mentoring and Mentors." Archives of Otolaryngology–Head & Neck Surgery 133, no. 2 (February 1, 2007): 109. http://dx.doi.org/10.1001/archotol.133.2.109.
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BEECROFT, PAULINE C. "Mentors and Mentoring." Clinical Nurse Specialist 15, no. 3 (May 2001): 89. http://dx.doi.org/10.1097/00002800-200105000-00001.
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Gobato, Paula Grizzo, and Aline Maria De Medeiros Rodrigues Reali. "A base de conhecimentos e a identidade de mentores participantes do Programa de Formação Online de Mentores da UFSCar-Brasil." Revista Portuguesa de Educação 30, no. 2 (December 7, 2017): 133. http://dx.doi.org/10.21814/rpe.10844.
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O objetivo deste artigo é analisar a base de conhecimentos de professores experientes e participantes do Programa de Formação Online de Mentores da UFSCar-Brasil, bem como responder à seguinte questão: quais dos conhecimentos específicos, pedagógicos e sobre a função de mentor, que o auxiliarão a desempenhar a nova função, podem ser apreendidos nos professores experientes, participantes do Programa de Formação Online de Mentores? O Programa é responsável pela formação de mentores, sua proposta curricular é flexível e foca o desenvolvimento profissional de professores experientes. A investigação qualitativa baseou-se na análise descritivo-interpretativa das narrativas presentes em quatro atividades, realizadas durante o processo formativo, de quatro participantes. Foram analisados conhecimentos pedagógicos gerais, conhecimentos de conteúdo específico, conhecimentos pedagógicos do conteúdo, conhecimentos sobre formação e atuação docente e, por fim, conhecimentos sobre a função de gestor, de mentor e da escola. Como resultado, percebe-se que a base de conhecimentos atribuída ao mentor se assemelha à dos profissionais gestores e formadores de professores, ainda que a prática da mentoria e em sala de aula seja importante para que a base seja continuamente remodelada e aperfeiçoada para melhorar o desempenho do mentor e, possivelmente, dos professores iniciantes por ele acompanhados. Palavras-chave: Programa de Formação Online de Mentores; Identidade docente; Base de conhecimentos para o ensino ABSTRACTThis article aims to analyze the knowledge base of experienced teachers and participants of an Online Mentor Education Program from UFSCar Brazil and to answer the question: what specific, pedagogical and mentoring skills, that will assist the mentor to fulfill a new role, are evidenced by the experienced teachers participating of Online Mentor Education Program? This mentor training program has a flexible curriculum and focuses on the professional development of experienced teachers. The qualitative research was based on the descriptive and interpretative analysis of four narratives from four selected participants from a wider group and written during the training. It analyzed pedagogical knowledge, specific content knowledge, pedagogical knowledge content, knowledge about training and teaching practice and knowledge of the manager role, mentor and school. As results, the data analysis shows that the mentor knowledge base resembles the professional managers’ and teacher educators’. However, teaching and mentoring practice is important so that this knowledge base is continuously remodeled and improved, thus improving the mentors’ performance and, possibly, of beginning teachers accompanied by them.Keywords: Online Mentor Education Program; Teacher identity; Knowledge base for teaching
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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 (March 5, 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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Tawalbeh, Thaer Issa. "Mentoring Experience at University Level: EFL Mentees' Perceptions and Suggestions." International Journal of Higher Education 10, no. 1 (September 23, 2020): 41. http://dx.doi.org/10.5430/ijhe.v10n1p41.
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The research paper aims to investigate EFL mentees' perceptions of mentoring experience in one of the Higher Education institutes in the Kingdom of Saudi Arabia in the Academic years 2019 and 2020. The mentoring experience includes four domains: the mentorship program, mentors' roles and responsibilities, benefits of mentoring, and barriers to mentoring. The researcher attempted to answer two questions. The first explores the mentees' perceptions of the mentoring experience, and the second question attempts to find out the mentees' suggestions to make the mentoring experience more effective. A questionnaire of 4- Likert scale was used to collect data from thirty-three newly recruited instructors to answer the first question. The mentees were also asked to add their suggestions for the betterment of mentoring experiences as an answer to the second question. Descriptive statistics in the form of means, standard deviation, and percentages were used to analyze the collected data. The findings revealed that the mentees were satisfied with the mentoring experience. They have a positive attitude towards the mentorship program and the mentor's roles and responsibilities. However, a few mentees have certain concerns regarding some factors related to their mentoring experience. These were highlighted and discussed under each domain. In addition, the mentees had a number of suggestions that would contribute to having a more effective mentoring experience. Based on the findings, the researcher presented a number of conclusions and recommendations.
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Kuhn, Terry, and Gary Padak. "From the Co-Editors: On Mentors and Mentoring (Mentors Mentoring Mentees)." NACADA Journal 26, no. 2 (September 1, 2006): 2–3. http://dx.doi.org/10.12930/0271-9517-26.2.2.
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Kamarudin, Mohammad Arif, Shah-Abas Muhamad Md Shah, Noor Aisyah Somkam Ismail, Teh Pui Yen, Aini Syahirah Shamsul, Hasnurul Idayu Che Razali, and Abdus Salam. "Perceptions of Mentors and Mentees towards the Mentoring System at the Universiti Kebangsaan Malaysia Medical Centre." Education in Medicine Journal 13, no. 2 (June 30, 2021): 55–70. http://dx.doi.org/10.21315/eimj2021.13.2.5.
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Mentoring is a relationship between mentors and mentees focused on the career success and advancement of mentees. It is crucial to review and evaluate the mentoring system in place in any given institution to identify potential issues. This study aimed to ascertain the perception of mentors and mentees towards mentoring system at Universiti Kebangsaan Malaysia Medical Centre (UKMMC). This cross-sectional study involved 382 UKMMC medical students from Year-2 to Year-5, and 35 UKMMC lecturers. Data were collected by sending validated questionnaires through Google Forms to all 819 students via the Facebook groups of UKM medical students. The questionnaires for mentors were distributed to all 78 lecturers through their respective emails. Both mentors and mentees showed positive perceptions towards the mentoring system with a total score of 110/144 (76%) and 51/64 (80%), respectively. Year-2 and Year-3 mentees showed higher perception compared to Year-4. Mentees supervised under pre-clinical mentors and female mentors had higher perceptions compared to clinical mentors and male mentors. Respondents reported suggestions for improving the content and structure of the mentoring system, the need for additional training of mentors (especially on how to approach the mentees), retaining the same mentors and mentees pairing throughout the mentees’ education, and reviewing the assessment method. The study findings may help further in improving the mentoring system of UKMMC. Mentoring is a challenging task. Medical schools must assign mentoring due importance in regular training for all levels of mentors by welltrained trainers. The implementation of awards and incentives for institutional mentors may motivate them further.
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Yamada, Kei, Priscilla J. Slanetz, and Phillip M. Boiselle. "Perceived Benefits of a Radiology Resident Mentoring Program: Comparison of Residents with Self-Selected vs Assigned Mentors." Canadian Association of Radiologists Journal 65, no. 2 (May 2014): 186–91. http://dx.doi.org/10.1016/j.carj.2013.04.001.
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Purpose It has been suggested that assigned mentoring relationships are less successful than those that develop by free choice. This study evaluates radiology residents' overall experience with a mentoring program and compares the responses of those who self-selected mentors with those who were assigned mentors. Methods A voluntary Web-based survey was sent to 27 radiology residents in postgraduate years 3-5. Data collected included the following: year in residency, method of mentor assignment, duration of relationship, frequency and types of communication, perceived value of mentoring, overall satisfaction with the program, and the perceived impact of mentoring. Results Twenty-five of 27 residents (93%) responded, with 14 having self-selected mentors (56%) and 11 having assigned mentors (44%). Both groups unanimously agreed that mentoring is beneficial or critical to their training; however, those residents with self-selected mentors were significantly more satisfied with the mentoring program (4 vs 3.3; P = .04) and more likely to consider their mentor as their primary mentor compared with those with assigned mentors (11 [79%] vs 4 [36%]; P = .049). Although all residents perceived a benefit, residents with self-selected mentors rated almost all mentoring parameters more positively than those with assigned mentors, although most of these parameters did not reach statistical significance. Conclusion Residents highly value the importance of mentoring. However, residents who self-select their mentors are more likely to be satisfied with a mentoring program.
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Son, SuJin. "Facilitating employee socialization through mentoring relationships." Career Development International 21, no. 6 (October 10, 2016): 554–70. http://dx.doi.org/10.1108/cdi-02-2016-0014.
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Purpose The purpose of this paper is to advance understanding of the mentor factors that promotes mentoring outcomes. This was done by investigating the role of mentors’ learning goal orientation (LGO), their learning activity such as reflection, the perceived relationship quality in relation to the mentoring functions received by protégés, and the furtherance of their socialization in a formal mentoring relationship. Design/methodology/approach In total, 131 matched mentor-protégé dyads were recruited from three different organizations in Korea, for the final analysis. Structural equation modeling and Hayes's PROCESS macro were used to test the proposed model and the moderating effect of perceived relationship quality. Findings Results show that mentors’ LGO was positively related to their reflection. Additionally, mentors’ reflection was positively associated with mentoring functions received by protégés. Further, mentoring functions received by protégés were positively related to protégés’ socialization. In particular, mentors’ reflection mediates the relationship between mentors’ LGO and mentoring functions received by protégés. Moreover, perceived relationship quality moderates the relationship between mentors’ LGO and their reflection. Originality/value Even though mentoring research is well advanced, not many researches have yet investigated mentors’ LGO and their learning activity such as reflection, in relation to mentoring functions received by protégés and their socialization.
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Ayoobzadeh, Mostafa, and Kathleen Boies. "From mentors to leaders: leader development outcomes for mentors." Journal of Managerial Psychology 35, no. 6 (July 15, 2020): 497–511. http://dx.doi.org/10.1108/jmp-10-2019-0591.
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PurposeThe present study examines leader development as one of the potential outcomes for mentors and investigates whether the provision of mentoring contributes to developing mentors' leader identity and leader self-efficacy.Design/methodology/approachRelying on a quasi-experimental design, data were collected at four points in time over eight months from a mentor (n = 46) and an equivalent nonmentor group (n = 25). Participants in the mentor group were volunteer mentors from a doctoral mentoring program that was implemented at a large Canadian university.FindingsParticipants in the mentor group experienced a more positive change in leader identity and leader self-efficacy, compared to the participants in the nonmentor group. Further analysis of the participants in the mentor group suggests that the extent to which mentors provide career and psychosocial support explains the growth rate in the development outcomes.Practical implicationsBy documenting benefits of mentoring for mentors, program administrators may be able to recruit mentors who are more engaged in the process. In addition, they can encourage their members to volunteer as mentors to gain leader development outcomes.Originality/valueThis longitudinal study connects the areas of mentoring and leadership development. While the majority of mentoring studies focus exclusively on mentoring outcomes for protégés, the present study shows that mentoring can benefit mentors as well.
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Merrifield, Angela, Michelle Lamere, Kelvin Lim, Megan Larson, and David H. Ingbar. "2523." Journal of Clinical and Translational Science 1, S1 (September 2017): 52. http://dx.doi.org/10.1017/cts.2017.185.
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OBJECTIVES/SPECIFIC AIMS: The NIH states, “The training of the biomedical workforce has always been an integral part of the NIH mission… It takes just one good mentor to influence the career of a new investigator; it takes a robust culture of mentorship across the research community to strengthen, sustain and diversify the entire biomedical research enterprise.” The University of Minnesota’s CTSI-Education core strives to build and maintain a strong culture of mentoring by providing CTSI KL2 scholars an opportunity to mentor an undergraduate student participating in the Pathways to Research Program (PReP). Using this mentoring model, participants gain valuable benefits and CTSI’s culture of mentoring is strengthened. METHODS/STUDY POPULATION: Participating KL2 scholars are matched with a promising PReP scholar for a 12-week mentored research project. The PReP program selects top candidates through a highly competitive application process. Students work in their mentor’s lab full-time, funded by CTSI-Ed. They engage in additional activities together including a mentor/mentee, an interview activity and 2 social events. Junior faculty scholars are asked to participate as judges at CTSI’s Poster Session and are invited to present at PReP seminars. The program culminates with the announcement of the Junior Mentor of the Year, in which scholars nominate their mentors for the award. Junior faculty mentors receive support through a training course, Optimizing the Practice of Mentoring, mentor orientation and a roundtable discussion with the program director and other mentors. The program’s infrastructure is designed to foster mentee/mentor relationships through faculty and staff support. Junior faculty receive one-on-one coaching when faced with difficult mentoring situations and are recognized for their mentoring successes. RESULTS/ANTICIPATED RESULTS: Junior faculty mentors highly rate the program on the following points; the experience was a good use of time, I am satisfied with my experience, I would recommend this program to faculty colleagues and students. Undergraduates and Professional students rated their mentoring relationship as 1 of 3 best outcomes of the program. In exit surveys, their highly rated program successes include having a network that helps move their career forward, and confidence to persist through training to become a successful researcher. DISCUSSION/SIGNIFICANCE OF IMPACT: Creating a culture of mentoring is important to the strengthen, sustain and diversify the biomedical research workforce. This mentoring model contributes to the mission while vertically integrating CTSI-Ed’s KL2 and PReP programs. On an individual level, junior faculty improve communication and management skills, develop leadership qualities, increase their network, provide a sense of fulfilment and personal growth, and reinforce their own skills and knowledge of subject. They are also provided a top undergraduate student worker fully funded by the program.
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Bauer-Maglin, Nan. "Mentoring at Girls Write Now." Radical Teacher 109 (September 12, 2017): 12–20. http://dx.doi.org/10.5195/rt.2017.387.
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Founded in 1998, Girls Write Now (GWN) mentors underserved high school girls from throughout New York City’s five boroughs—over 90% high need and 95% girls of color. GWN runs two programs for mentors and mentees: the Writing & Mentoring and Digital Media Mentoring programs. The Writing & Mentoring program currently has 180 people (90 mentees, 90 mentors) and the Digital Media Mentoring program has 100 people (50 mentees, 50 mentors). This article is about the writing program as that is the one I volunteer for.
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Lejonberg, Eli, Eyvind Elstad, Lise Vikan Sandvik, Trond Solhaug, and Knut-Andreas Christophersen. "Mentors of preservice teachers." International Journal of Mentoring and Coaching in Education 7, no. 3 (September 3, 2018): 261–79. http://dx.doi.org/10.1108/ijmce-12-2017-0076.
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Purpose The purpose of this paper is to discuss how different styles of mentoring in teacher education relate to mentor characteristics. Pre-service teachers often want practical advice. However, in Norway, school mentors have traditionally been encouraged to promote reflection rather than offering advice. This study seeks to explore the relationship between mentors’ support for reflection based and clear mentoring (a relatively direct approach to mentoring) and mentors’ self-efficacy and effort. Design/methodology/approach Using structural equation modelling of cross-sectional survey data (from 272 school mentors), the researchers in this study tested empirical interrelations between reflection-based mentoring, clear mentoring, mentor efficacy and effort. Clear mentoring was a reasonably consistent construct, while refection-based mentoring was a more elusive concept. Findings Effort was associated with support for reflection, while self-efficacy was moderately related to clear mentoring and reflection-based mentoring. The results illustrate that reflection-based methods are demanding for mentors. If direct approaches are more effective, additional evidence would be required to support mentor training that heavily emphasises reflection. Research limitations/implications Longitudinal and quasi-experimental studies are needed to support inferences about causality. Variable omission may have influenced the models. More research is needed to better understand the concept of reflection-based mentoring. Originality/value This paper contributes to the mentoring field by examining mentors’ preference for reflection based and clear mentoring and how such preferences are related to self-efficacy and effort. It also contributes to general and theoretical discussions about the relationships between beliefs about mentoring and mentor characteristics.
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Lau, David C. W. "Of Mentors and Mentoring." Canadian Journal of Diabetes 34, no. 3 (January 2010): 178–79. http://dx.doi.org/10.1016/s1499-2671(10)43003-8.
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&NA;. "Help for mentoring mentors." Dimensions of Critical Care Nursing 19, no. 5 (September 2000): 36. http://dx.doi.org/10.1097/00003465-200019050-00009.
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Merzon, Elena E., Irene Sibgatullina-Denis, Alica Vančová, and Snezhana G. Ushakova. "Features of Digital Education Mentors’ Innovations." Development of education 4, no. 2 (June 25, 2021): 20–25. http://dx.doi.org/10.31483/r-98810.
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Introduction. The strategy for the development of international education 20.30 stimulates the study of the issues in the implementation of digital education around the world. The article discusses current applied and practical issues of digital education that educational management specialists came across. Materials and Methods. The authors research management of digital education through mentoring, mentoring pedagogy and mentoring innovations in traditional learning environments and during the time of crisis. The study presents an applied comparative analysis of the questions of targeted intensities, digital footprint, the SELFIE portal usage features, objectives and technologies for training digital mentors. Results. The research findings show an underutilisation of informal education ideas and technologies in the in the process of training digital mentors. The predominance and stable efficiency in the use of informal education takes place at leading European universities. From the standpoint of a humanistic view, exactly informal education is able to balance and regulate the need for knowledge of technologies of an innovative digital economy and its own individual resource for preserving itself, basic life values, and form digital education informal mentors. Discussion and Conclusion. Why does the mentor of a targeted digital educational intensive have a psychological advantage? Can everyone become a mentor in network communication for the rest, and what are the digital education mentor’s competencies? What contribution can everyone make to the training of the others? The discussion these issues in the context of management strategies for the development of international education, and the implementation of the European plan for the quality of digital education will be useful to for heads of educational organizations, departments of continuing professional education and academic mobility of educators.
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Becher, Ayelet, and Lily Orland-Barak. "Context Matters: Contextual Factors Informing Mentoring in Art Initial Teacher Education." Journal of Teacher Education 69, no. 5 (July 27, 2017): 477–92. http://dx.doi.org/10.1177/0022487117720388.
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This article explores the contextual factors that shape mentoring practice in Art Initial Teacher Education. Based on in-depth interviews, nonparticipant observations and stimulated recall interviews with participants, we examine how various factors related to the context of mentors’ work influence their approaches to subject matter mentoring. Adopting a discursive stance to mentoring, we use critical discourse analysis to expose connections between mentors’ language, ideas, and beliefs and the broader context of subject matter mentoring. In each mentoring setting studied, the analysis surfaces distinctive contextual factors that are grounded in mentors’ interpretations of the roles and functions of their subject matter domains. We show how these factors inform mentors’ perceptions of the purposes and processes of mentoring and their enactments in practice. Our findings offer an extended perspective to subject matter mentoring and new directions for thinking about context in mentoring. Implications for mentor preparation and selection are discussed.
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Gail Lunsford, Laura. "Mentors, tormentors, and no mentors: mentoring scientists." International Journal of Mentoring and Coaching in Education 3, no. 1 (February 25, 2014): 4–17. http://dx.doi.org/10.1108/ijmce-02-2013-0007.
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Purpose – A psychosocial, developmental perspective was used to examine the mentoring experiences of scientists. Little is known about the timing of when mentors first appear, the quality of these relationships, the specific mentoring support behaviors, or how scientists typically learn to mentor. The paper aims to discuss the above issues. Design/methodology/approach – The author conducted 23, semi-structured interviews with Australian scientists. Questions focussed on mentor-like support scientists received and provided. Interviews were analyzed and themes were coded using Dedoose software. Findings – Scientists who had mentors as undergraduates were more likely to report long-lasting relationships with their mentors and more positive interactions with their protégés. Scientists reported the following career mentoring behaviors: modeling how to do science, sponsorship, collaboration, and practical supervision. Important psychosocial mentoring behaviors were being approachable, building confidence and providing encouragement. Almost half of the scientists never had a mentor. Most (n=14) scientists learned to mentor by emulating their mentors. Findings highlight the prevalence of dysfunctional behaviors, even in supportive relationships. Practical implications – The findings suggest that graduate program managers might consider investing resources to improve mentoring experiences of doctoral students as this is a critical period for their professional development. Further, activities involving collaboration deserve emphasis in mentoring relationships. Originality/value – The study identified a “window” when mentoring support is important for scientists; highlighted specific behaviors that support career development in science; and clarified how some scientists learn to mentor others. Results add to the literature on dysfunctional mentoring relationships.
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McConnell, Kat, Rachel Louise Geesa, and Kendra Lowery. "Self-reflective mentoring: perspectives of peer mentors in an education doctoral program." International Journal of Mentoring and Coaching in Education 8, no. 2 (June 3, 2019): 86–101. http://dx.doi.org/10.1108/ijmce-07-2018-0043.
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Purpose The purpose of this paper is to discover peer mentors’ perspectives of an education doctoral (Doctorate of Education) peer mentoring program implemented in a mid-sized public institution. Design/methodology/approach Data from one focus group and an interview collected from peer mentors as part of a larger case study of mentors and mentees in a peer mentoring program for education doctoral students are presented. Four (n=4) peer mentors participated in a focus group (n=3) and an interview (n=1). Participants were asked about their perceptions of the program and their experiences as mentors. Findings Four themes were discovered within the data: mentors relate to social, emotional and academic life balances of mentees, mentors provide support and reassurance to mentees, mentors guide mentees to focus on the future, and mentors gain personal and professional growth from the peer mentoring program. Results indicated that mentors believed that the program was helpful for their mentees and beneficial to their own personal and professional development. Research limitations/implications Limitations of this study include the small sample size (n=4) and the short period of time in which participants were asked to be a part of the mentoring program and reflect in focus groups and interview (one academic year). Implications of this study include the benefits of peer mentoring for both mentors and mentees alike. Originality/value In contrast to many other studies of peer mentoring programs, this peer mentoring program targeted scholar-practitioner students who were balancing full-time careers with their coursework and family lives. Thus, peer mentors focused more on career and work-life balance with mentees than mentors may in other programs, as well as finding benefit to their own professional development.
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McConnell, Kat R., and Rachel Louise Geesa. "Filling the gaps: how the non-faculty mentor role contributes to the doctoral program support structure." International Journal of Mentoring and Coaching in Education 10, no. 2 (January 27, 2021): 188–202. http://dx.doi.org/10.1108/ijmce-01-2021-0004.
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PurposeThe purpose of this paper is to investigate mentors' and mentees' perspectives of the mentor role within an education doctoral mentoring program at a mid-sized public institution.Design/methodology/approachData from individual interviews with mentors and mentees were collected as part of a larger case study of a doctoral mentoring program. Mentees were doctor of education (EdD) students in their first and second years of the program. Mentors were identified as individuals who graduated from or are further along in the doctoral program. Five (N = 5) mentees and seven (N = 7) mentors participated in interviews, which were then transcribed and coded to identify emergent themes, along with transcripts of presentations given by the mentors.FindingsFour themes emerged within the data: differentiating support roles, mentoring as a way to identify gaps in doctoral student needs, mentoring as support for doctoral student success and ways to provide suggestions for mentoring program improvement. Results indicated that mentors and mentees viewed the mentor role as being unique from the roles of faculty advisor and dissertation chair. Mentors and mentees alike responded positively to virtual mentoring.Research limitations/implicationsParticipation by mentors and mentees was limited to first- and second-year doctoral students; thus, dissertation-stage students' perceptions of mentoring could not be determined. Implications include the value of mentoring in filling the gaps of support for doctoral students and the capability of mentoring programs to be adapted to unexpected circumstances such as the COVID-19 pandemic.Originality/valueThis study targets scholar-practitioner students in an EdD program, who are often overlooked by mentoring literature, and distinguishes research between faculty mentoring and mentoring performed by other students/recent graduates. Additionally, the pandemic gave the authors an opportunity to explore adapting mentoring to virtual formats.
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Molitor, Suzanne, Lana Parker, and Diane Vetter. "Mentoring for all: building knowledge and community." Journal of Professional Capital and Community 3, no. 4 (October 15, 2018): 242–55. http://dx.doi.org/10.1108/jpcc-12-2017-0035.
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Purpose After many years working with mentors for beginning teachers, both through a formal, Ministry-sponsored program, known in Ontario as the New Teacher Induction Program (NTIP) and through a university-based Faculty of Education practicum, the authors cultivated an understanding of the value of both mentoring and the communities that foster it. The authors observed that pre-service mentors are not offered the same level of support as their induction mentor counterparts. The purpose of this paper is to explore the aforementioned gap by bringing together a small group of pre-service mentor teachers with several highly trained induction mentors from the NTIP program in two full days of professional development: one day of learning and community building among mentors, and the second day of collaboration by pre-service mentors alongside their teacher candidates (TCs). The authors learned that pre-service mentors need and desire professional learning and community mentoring support to develop foundational understandings about the role of mentors and the skills and strategies that support an effective mentoring practice. As a result, the authors advocate for sustainable professional development that leverages existing programs and the clarification of the pre-service mentoring role through continued study and collaboration over time. Design/methodology/approach This qualitative study was designed to explore, understand, and interpret pre-service mentor teachers’ experience of professional learning about mentoring and the role of the mentor, including their responses to participating in a like community of learners. This study brought together educators serving as pre-service and induction mentors to engage them in formal professional learning about mentoring, within an environment that created the conditions for collaboration and community in the context of learning about mentoring. Findings This study surfaces the insights related to the types of knowledge and skills that mentors developed in this study in addition to pointing toward the knowledge and skills they perceive to be necessary to their effective participation in their roles as mentors. The study also identifies both the value that pre-service mentors perceived as a result of being invited into a learning space and the dynamics of professional learning and dialogue in collaboration with their induction mentor counterparts and their pre-service mentees. Research limitations/implications This research study explores a research gap in the area of mentoring as it relates to pre-service mentors or cooperating teachers. Its unique feature involves bringing together two previously segmented groups of mentors: pre-service mentors supporting developing TCs and induction mentors supporting novice teachers. It describes the value and impact of mentoring as understood by pre-service mentors, in particular identifying the reciprocal benefits they experienced. The authors also investigate and shed light on the value and impact of pre-service mentor participation in a community that is intentionally created to support their professional learning about their role. It provides recommendations for practice and indicates areas of potential research. Practical implications This study surfaces the potential benefits of professional learning and community for pre-service mentors who play an integral role in supporting TCs in the completion of their education degrees. It makes practical recommendations which point to uniting pre-service and in-service mentors as participants in learning communities that build leadership capacity and advance mentoring knowledge and skills to impact the mentoring relationship. This study advocates for a restructuring existing practice in the area of pre-service mentoring to encourage professional learning and interaction that connects the work of pre-service and in-service mentors, bridging two currently separate mentoring communities. Originality/value This study offers a re-visioning of mentoring as a community endeavor. It advances the notion that, supported by a targeted program of professional development and participation in communities of inquiry, knowledge creation and mobilization, mentors can build their mentoring and leadership capacity and extend their professional impact.
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M. Lyons, Laci, and Pamela L. Perrewé. "Examination of the interpersonal predictors of mentoring relational quality." Career Development International 19, no. 4 (August 5, 2014): 381–403. http://dx.doi.org/10.1108/cdi-10-2013-0129.
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Purpose – A continued focus in organizational research has been on career development, and mentoring has been identified as a key determinant of career success. The purpose of this paper is to focus on the interpersonal dynamics which contribute to variations in the effectiveness of mentoring support behaviors. Specifically, the effects of mentoring relational quality (MRQ) (i.e. affective perceptions held by mentors and protégés) on mentoring behaviors (i.e. vocational and psychosocial) as well as professional identification are considered. Interpersonal skills (e.g. behavioral integrity and political skill) of mentors and protégés are examined for their impact on MRQ. Design/methodology/approach – Utilizing matched dyadic survey data from 100 mentor-protégé pairs in academe (i.e. dissertation chairs and doctoral candidates or recent doctoral alumni), partial least squares was used to test the research model. Findings – Results support MRQ as an integral component in mentoring dynamics. MRQ for mentors and protégés was significantly linked with mentor support behaviors provided and received, respectively. Mentors’ perceptions of MRQ were predicted by protégés’ behavioral integrity and mentors’ political skill. Similarly, protégés’ political skill and mentors’ behavioral integrity significantly predicted protégés’ perceptions of MRQ. Further, mentors and protégés reported higher levels of professional identification when MRQ was high. Originality/value – This study links affective and behavioral perspectives of mentoring, revealing the importance of interpersonal skill in career development. The interpersonal dynamics characteristic of mentor-protégé interactions determine the extent to which mentoring support behaviors may actually be provided by mentors and received by protégés.