Journal articles: 'Mentoring benefits'

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Wilson, James A., and Nancy S. Elman. "Organizational benefits of mentoring." Academy of Management Perspectives 4, no. 4 (April 1990): 88–94. http://dx.doi.org/10.5465/ame.1990.4277215.

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Schulz, Susan E. "The benefits of mentoring." New Directions for Adult and Continuing Education 1995, no. 66 (1995): 57–67. http://dx.doi.org/10.1002/ace.36719956607.

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Łużniak‑Piecha, Magdalena, Magdalena Kaczkowska‑Serafińska, and Agnieszka Lenton. "Reverse Mentoring – Benefits to Organisation." Kwartalnik Ekonomistów i Menedżerów 40, no. 2 (April 1, 2016): 101–15. http://dx.doi.org/10.5604/01.3001.0009.4504.

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Mentoring is a widely used and recognised development tool supporting the engagement and retention of intellectual potential of organisations. Reverse mentoring is also becoming more widely practised by high performing organisations, and is the subject of this paper. The article discusses the types of mentoring, and differences between the classic and reverse mentoring. In the second part of the analysis a case study is presented describing practical implementation of reverse mentoring in one of the most influential government agencies in London – the Greater London Authority (GLA). GLA is the strategic government of the capital of the UK.

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Burke, Ronald J., Carol A. McKeen, and Catherine McKenna. "Benefits of Mentoring in Organizations." Journal of Managerial Psychology 9, no. 3 (June 1994): 23–32. http://dx.doi.org/10.1108/02683949410062556.

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David, Tom. "Teacher Mentoring—Benefits all Around." Kappa Delta Pi Record 36, no. 3 (April 2000): 134–36. http://dx.doi.org/10.1080/00228958.2000.10532039.

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Steven, A., J. Oxley, and WG Fleming. "Mentoring for NHS doctors: perceived benefits across the personal–professional interface." Journal of the Royal Society of Medicine 101, no. 11 (November 1, 2008): 552–57. http://dx.doi.org/10.1258/jrsm.2008.080153.

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Summary Objective To investigate NHS doctors' perceived benefits of being involved in mentoring schemes and to explore the overlaps and relationships between areas of benefit. Design Extended qualitative analysis of a multi-site interview study following an interpretivist approach. Setting Six NHS mentoring schemes across England. Main outcome measures Perceived benefits. Results While primary analysis resulted in lists of perceived benefits, the extended analysis revealed three overarching areas: professional practice, personal well-being and development. Benefits appear to go beyond a doctor's professional role to cross the personal–professional interface. Problem solving and change management seem to be key processes underpinning the raft of personal and professional benefits reported. A conceptual map was developed to depict these areas and relationships. In addition secondary analysis suggests that in benefitting one area mentoring may lead to consequential benefits in others. Conclusions Prior research into mentoring has mainly taken place in a single health care sector. This multi-site study suggests that the perceived benefits of involvement in mentoring may cross the personal/professional interface and may override organizational differences. Furthermore the map developed highlights the complex relationships which exist between the three areas of professional practice, personal wellbeing and personal and professional development. Given the consistency of findings across several studies it seems probable that organizations would be strengthened by doctors who feel more satisfied and confident in their professional roles as a result of participation in mentoring. Mentoring may have the potential to take us beyond individual limits to greater benefits and the conceptual map may offer a starting point for the development of outcome criteria and evaluation tools for mentoring schemes.

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Mills, Kristal. "Benefits and Characteristics of Mentoring Students and Young Professionals." Perspectives on Administration and Supervision 18, no. 2 (June 2008): 67–73. http://dx.doi.org/10.1044/aas18.2.67.

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Abstract Mentoring has long been believed to be an effective means of developing students' clinical, research, and teaching skills to become competent professionals. The American Speech-Language-Hearing Association (ASHA) has developed two online mentoring programs, Student to Empowered Professional (S.T.E.P. 1:1) and Mentoring Academic Research Careers (MARC), to aid in the development of students. This paper provides a review of the literature on mentoring and compares and contrasts mentoring/mentors with clinical supervision/preceptors. Characteristics of effective mentors and mentees are offered. Additionally, the benefits of clinical mentoring such as, teambuilding in the workplace, retention of new staff, leadership development, and improved job satisfaction are discussed.

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Harris, Brigitte, Kwan Fan Cheng, and Charlotte Gorley. "Benefits and Barriers." Journal of Workplace Learning 27, no. 3 (April 13, 2015): 193–206. http://dx.doi.org/10.1108/jwl-07-2014-0053.

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Purpose – This study aims to describe the design of a provincial government ministry group mentoring program and examine mentees’ and mentors’ experiences in the program. Design/methodology/approach – A total of 151 mentees rated their satisfaction in a post-program survey. The survey was followed by in-depth, semi-structured interviews with 10 mentees and 11 mentors. Findings – In all, 87 per cent of mentees rated their learning as effective. Benefits to mentees were relevance of the learning, and senior leader/mentors use of current issues, events and personal stories. Delivery through a combination of Web conferencing and collaboration technologies was most effective. Mentors learned from mentees and other mentors. Regular and full mentee participation was an identified issue. In addition, not all mentoring teams worked well together. Research limitations/implications – The selection criteria favored participants who had a positive experience. Including more participants who were disengaged or less active may have revealed what inhibited full engagement. Complex underlying systemic and cultural issues negatively affected mentee participation and mentoring team effectiveness. It is unclear whether this was caused by intrinsic or extrinsic barriers. Further study could shed light on how to address participation issues. Practical implications – Selection criteria favored highly active participants who had a positive experience. Including more disengaged or less active participants may have revealed barriers to full engagement. Social implications – Despite a context of extreme organizational churn, this program delivered cost-effective and engaging learning to a large number of employees. Recommendations are made to further strengthen the program. Originality/value – This contextually grounded case study will be useful to those who plan to implement a group mentoring program.

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Ozgen, Muhsine Itir, Tojo Thatchenkery, and James William Rowell. "Exploring the Determinants of Becoming a Mentor in Turkish Organizations." Journal of Applied Behavioral Science 55, no. 1 (September 26, 2018): 115–34. http://dx.doi.org/10.1177/0021886318801278.

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The success of organizational mentoring programs is dependent on employees becoming mentors themselves. This research explores the determinants of individuals’ willingness to mentor. It was conducted in 2016, with 175 respondents from six subsidiaries of two Turkish conglomerates. The quantitative study aimed to analyze the relationship between—personal dispositions (Self-Efficacy and Appreciative Intelligence®), organization’s situational factors, previous mentoring experiences, expected costs and benefits from mentoring—and willingness to mentor. The results indicated that individuals scoring highly on dispositional variables and expected benefits from mentoring showed a higher propensity to mentor. While practitioners may identify candidates with higher scores on Appreciative Intelligence®, and Expected Benefits Scales, they also need to enable the expected benefıts to be achieved in the organization. This study contributes to the academic literature on understanding mentoring intentions and provides practitioners with actionable recommendations for the recruitment of mentors who in turn may contribute to positive organization change.

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Kang, Haiying, Jie Shen, and Quan Jin. "Individual Differences in Expatriate Mentoring Benefits." Academy of Management Proceedings 2020, no. 1 (August 2020): 13329. http://dx.doi.org/10.5465/ambpp.2020.13329abstract.

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Robinson, Davis M., and Thomas G. Reio. "Benefits of mentoring African‐American men." Journal of Managerial Psychology 27, no. 4 (April 27, 2012): 406–21. http://dx.doi.org/10.1108/02683941211220207.

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Laco, Dávid, and Wendy Johnson. "“I Expect It to Be Great . . . but Will It Be?” An Investigation of Outcomes, Processes, and Mediators of a School-Based Mentoring Program." Youth & Society 51, no. 7 (June 7, 2017): 934–60. http://dx.doi.org/10.1177/0044118x17711615.

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Despite their growing popularity, quantitative studies of school-based mentoring (SBM) programs for youth have showed considerable variation in mentoring benefits, including negative effects of mentoring. We investigated the initial 3 months of one school’s SBM program, delivered by teachers and compulsory for all first- and second-year high school students ( N = 103). Students who reported higher quality of mentoring environment (QME) tended to report greater school engagement. No such association was found for grades. In addition, higher QME was associated with greater perceived benefits of discussing personal themes but not of academic themes. Evidence of personal benefit, but absence of evidence for academic benefit, was consistent with reported effects in other SBM programs. Protégé expectations, but not gender or initial school engagement, were associated with QME, suggesting self-fulfilling prophecy as a mediator of effects. We discuss the implications of this for managing SBM programs and future research.

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Ganesh, Aaron, Alec Bozas, Mogie Subban, and Elias Munapo. "The benefits of mentoring and coaching in the public sector." Journal of Governance and Regulation 4, no. 3 (2015): 16–29. http://dx.doi.org/10.22495/jgr_v4_i3_p2.

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A project at the Frontier Hospital in Queenstown (South Africa) commenced in January 2009, and extended over a period of four months. Two mentoring and coaching workshops were held to create a broad awareness and a common understanding about mentoring and coaching as tools for learning and growth. A study was carried out to determine the effects of mentoring and coaching on managers following attendance of the workshops. The study results revealed that the race and gender of the respondents did not significantly affect mentoring and coaching. The respondents were in unanimous agreement that the programme was beneficial and the functional specialisation of the respondents did not affect their assessment of the mentoring and coaching programme. The study also revealed that mentoring and coaching did improve work performance and that it had far reaching positive effects in improving work-place performance at Frontier Hospital, in South Africa.

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Maynard-Patrick, Stephanie, and S. Gayle Baugh. "The role of felt obligation to mentor in mentor performance." Career Development International 24, no. 7 (November 11, 2019): 619–35. http://dx.doi.org/10.1108/cdi-11-2018-0286.

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Purpose The authors introduce a new measure of felt obligation to mentor in order to explore generalized reciprocity in mentoring. The purpose of this paper is to explore whether felt obligation to mentor adds prediction to mentor job performance in combination with mentoring functions provided and mentor-assessed benefits and costs of mentoring. Design/methodology/approach Hypotheses were tested in a sample of firefighters in the Southwestern USA using moderated regression analysis. Findings Protégé reported mentoring functions provided predicted mentor performance, but neither mentoring benefits nor costs predicted mentor performance. Felt obligation to mentor interacted with mentoring functions reported such that mentor performance was highest when both mentoring functions provided and felt obligation to mentor were high. Research limitations/implications The results indicate that the new measure may prove to be of value for exploring generalized reciprocity in mentoring. Further, more research using mentoring benefits and costs is merited. Findings are limited by use of a new measure of felt obligation to mentor as well as the fact that the research was conducted in a setting in which employees were expected to serve as mentors. Practical implications Organizations may leverage felt obligation to mentor in order to support effective informal or formal mentoring relationships, whereas focusing on the benefits of mentoring may be a less valuable strategy. Originality/value The research offers a new measure to help to understand generalized reciprocity as a motivation to mentor as well as suggesting that more empirical attention should be given to the perceived benefits and costs of mentoring.

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Grima, François, Pascal Paillé, Jorge H. Mejia, and Lionel Prud'homme. "Exploring the benefits of mentoring activities for the mentor." Career Development International 19, no. 4 (August 5, 2014): 469–90. http://dx.doi.org/10.1108/cdi-05-2012-0056.

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Purpose – Mentoring is more and more studied by researchers on account of its professional and personal impact on mentees. This contribution has two main objectives. First, to empirically validate the benefits for the mentor and to test links between mentoring activities and benefits through a multidimensional analysis. Second, to incorporate two variables structuring the relationship into the analysis: the formal vs informal nature of the mentoring relationship and the gender composition of the dyad. The paper aims to discuss these issues. Design/methodology/approach – In total, 161 French managers have been surveyed. Findings – The results show that mentors value the personal dimension of the relationship more than the professional dimension. Moreover, informal mentoring favours the perception of a rewarding experience by the mentor, whereas formal mentoring is synonymous with improved professional performance. This research calls into question the advantage of same-sex dyads, suggesting that heterogeneity favours improved performance. Originality/value – The originality of the paper was to focus on the homogeneity of the mentor-protégé dyad in terms of gender.

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Lach, Helen W., Judith E. Hertz, Sherry H. Pomeroy, Barbara Resnick, and Kathleen C. Buckwalter. "The Challenges and Benefits of Distance Mentoring." Journal of Professional Nursing 29, no. 1 (January 2013): 39–48. http://dx.doi.org/10.1016/j.profnurs.2012.04.007.

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Smith, E. M. "Making connections - Mentoring program benefits both participants." IEEE Potentials 26, no. 3 (May 2007): 12–18. http://dx.doi.org/10.1109/mp.2007.361637.

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Roossien, Douglas H. "The benefits of mentoring undergraduate research students." Fine Focus 6, no. 1 (October 23, 2020): 9–11. http://dx.doi.org/10.33043/ff.6.1.9-11.

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Jeong, Shinhee, Beverly J. Irby, Jennifer Boswell, and Elisabeth Pugliese. "Editor’s overview: outcomes and benefits of mentoring." Mentoring & Tutoring: Partnership in Learning 26, no. 4 (August 8, 2018): 355–57. http://dx.doi.org/10.1080/13611267.2018.1530090.

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Wallace, Jean E., and Valerie A. Haines. "THE BENEFITS OF MENTORING FOR ENGINEERING STUDENTS." Journal of Women and Minorities in Science and Engineering 10, no. 4 (2004): 377–91. http://dx.doi.org/10.1615/jwomenminorscieneng.v10.i4.60.

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Wallace, Jean E. "The Benefits of Mentoring for Female Lawyers." Journal of Vocational Behavior 58, no. 3 (June 2001): 366–91. http://dx.doi.org/10.1006/jvbe.2000.1766.

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Roossien, Douglas H. "The benefits of mentoring undergraduate research students." Fine Focus 6, no. 1 (October 23, 2020): 9–11. http://dx.doi.org/10.33043/ff.6.1.9-11.

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Goodrich, Andrew, Elizabeth Bucura, and Sandra Stauffer. "Peer Mentoring in a University Music Methods Class." Journal of Music Teacher Education 27, no. 2 (September 13, 2017): 23–38. http://dx.doi.org/10.1177/1057083717731057.

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The purpose of this study was to investigate undergraduates’ perceptions of peer mentoring and the impact of peer mentoring in a music teacher preparation course. The following questions were included: What knowledge and abilities do students bring to the peer mentoring process? How do students perceive their roles as teachers and learners in the peer mentoring experiences? How do the students benefit, if at all, from peer mentoring experiences? Students participated in four planned peer mentoring experiences; an unanticipated, informal mode of peer mentoring emerged during large-group teaching experiences. Analysis revealed that student perceptions of and comfort levels with peer mentoring varied as their roles as teacher or learner changed. Findings suggest that students use prior music and teaching knowledge when engaged in peer mentoring and their enactment of teaching roles varied depending on the structure of peer mentoring episodes. Benefits to students included increased awareness of themselves as teachers and enhanced comfort with providing and receiving critique.

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Gies,, Mary Lou. "Mentoring Clinical Adjunct Nursing Faculty." International Journal of Human Caring 17, no. 3 (April 2013): 35–40. http://dx.doi.org/10.20467/1091-5710.17.3.35.

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Mentoring is a recognized means of enlisting and retaining employees in a profession. Expert nursing clinicians often begin in an educator’s role as adjunct faculty, at remote clinical settings that could deprive them of information critical for a successful start. Their job satisfaction may be threatened by unclear expectations of administrators. Novice nursing faculty can benefit from being part of a well-thought-out mentoring program. This review of the literature on mentoring of clinical adjunct faculty reveals that there is a minimal amount of information on their specific needs. The literature available identifies the benefits and vital components of a mentoring program. Use of these strategic methods to initiate a mentoring program could facilitate new initiatives for clinical adjunct nursing faculty success.

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Norby, Suzanne M., Larry P. Karniski, Darren W. Schmidt, and Donald E. Kohan. "Mentoring for Subspecialty Training Program Directors: An Unrecognized, Unmet Need?" Journal of Graduate Medical Education 2, no. 2 (June 1, 2010): 206–9. http://dx.doi.org/10.4300/jgme-d-09-00091.1.

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Abstract Background The benefits of mentoring residents have been studied, but there is no research about mentoring new program directors. Program directors' responsibilities have become increasingly complicated, and they may not be adequately prepared for their role at the time of appointment without the benefit of mentoring that is specific to their new role. Objective To assess whether nephrology subspecialty program directors were specifically mentored and whether they felt prepared for the educational and administrative aspects of this role. Methods We conducted an electronic needs assessment survey of the nephrology subspecialty program directors through the American Society of Nephrology listserv for program directors. Results The survey response rate was 42% (58 of 139). Of the respondents, 58% did not feel adequately prepared when they first became subspecialty program directors, and only 32% reported having formal or informal mentoring for the role. Individuals who had served as associate program directors (34%) were more likely to report mentoring than those who had not (P = .02). Eighty percent of respondents reported that mentoring from another nephrology program director would have been beneficial during their first several years. Conclusions This appears to be the first study specifically evaluating mentoring experiences relevant to the role of nephrology program director. As a result of this survey, the American Society of Nephrology Training Program Director Executive Committee recognized the need to provide opportunities for mentoring new nephrology program directors and formed a New Training Program Director Training and Mentoring Work Group to recommend initiatives for mentoring and training new program directors. Further investigation is needed to assess whether mentoring benefits subspecialty program directors and whether these findings can be generalized to other specialties and subspecialties.

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Dirks, Joni L. "Alternative Approaches to Mentoring." Critical Care Nurse 41, no. 1 (February 1, 2021): e9-e16. http://dx.doi.org/10.4037/ccn2021789.

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Topic Various approaches facilitate mentoring for critical care nurses. Clinical Relevance Mentoring is an important strategy to help recruit, retain, and develop nurses with critical care expertise. Mentoring benefits nurses at all career stages, from novice to expert. Effective mentoring programs benefit not only mentors and mentees but also organizations and patients by ensuring adequate numbers of nurses with critical care knowledge and skills. Purpose Mentoring programs require careful planning to ensure that the objectives of the program align with the needs of the target audience, and that adequate resources are available to support the mentor-mentee relationship. This article identifies opportunities for mentoring in critical care nursing and provides recommendations from the literature for developing an effective program. Content Covered Various objectives for mentoring programs are described, including supporting retention, providing clinical development, and planning succession. Program logistics are explored, such as selecting mentors, matching mentors with mentees, setting goals and expectations, and evaluating the program. In addition, the article identifies strategies for overcoming common barriers to mentoring, which include a lack of time and poor access to qualified mentors.

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Walters, William, Daniel Bruce Robinson, and Jared Walters. "Mentoring as meaningful professional development." International Journal of Mentoring and Coaching in Education 9, no. 1 (September 19, 2019): 21–36. http://dx.doi.org/10.1108/ijmce-01-2019-0005.

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Purpose Within teacher education, many experienced in-service teachers routinely mentor pre-service teachers during teaching practicums. Notwithstanding the benefits pre-service teachers are meant to experience from these mentor–protégé relationships and experiences, recent research has demonstrated that mentors, too, may experience some (oftentimes unintended) potential benefits. The purpose of this paper is to further investigate such potential benefits within a Canadian secondary school physical education (PE) context. Design/methodology/approach The researchers employed a qualitative case study methodology. The three primary data sources included field observations/notes, journals and interviews. More specifically, over a ten-week period, the researchers made 26 field visits, observing two mentors’ interactions with five protégés before, during, and after PE class instruction; collected the two mentors’ ten journal entries, all made in response to researcher-provided writing prompts; and interviewed the two mentors, both individually and together. Findings The mentor teachers viewed the mentor–protégé relationship/experience as meaningful professional development, recognizing that it approximated a professional learning community. Relatedly, the mentor teachers experienced professional growth with respect to their own teaching identity and teaching practice. Research limitations/implications This research could inform those who structure and/or coordinate mentoring research within teacher education programs so that they might place a more purposeful focus upon the potential and/or idealized outcomes for mentors (as well as for protégés). Given the single case study methodology, this research may lack generalizability to other educational contexts. Originality/value This research adds to the emerging body of research that investigates how mentoring may provide benefits to mentors. More specifically, this research suggests benefits to mentors relate, especially, to their own teaching identity and practice.

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Robb, Bill. "Mentoring - Outstanding Benefits for All, for Little Effort." Way Ahead 02, no. 03 (October 1, 2006): 19. http://dx.doi.org/10.2118/0306-019-twa.

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Loy Zoe Boon, Suan. "Principalship mentoring in Singapore: who and what benefits?" Journal of Educational Administration 36, no. 1 (March 1998): 29–43. http://dx.doi.org/10.1108/09578239810200123.

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Tengah, A. "Nursing Students’ Perceptions on Benefits of Mentoring Programme." International Journal of Evidence-Based Healthcare 14 (December 2016): S37—S38. http://dx.doi.org/10.1097/01.xeb.0000511684.63108.4e.

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Newby, Timothy J., and Judy Corner. "Mentoring for increased performance: Benefits and key principles." Performance Improvement 36, no. 4 (1997): 10–13. http://dx.doi.org/10.1002/pfi.4140360404.

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Daresh, John C., and Marsha A. Playko. "Perceived benefits of a preservice administrative mentoring program." Journal of Personnel Evaluation in Education 6, no. 1 (August 1992): 15–22. http://dx.doi.org/10.1007/bf00126916.

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Hart, E. Wayne. "In focus/mentoring -Nurturing relationships provide many benefits." Leadership in Action 29, no. 1 (March 2009): 17–20. http://dx.doi.org/10.1002/lia.1279.

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Miller, Hailey, Lauren Bosselait, Linda Venturato, Kendall Irion, Nicole Schmidt, Jaclyn DiGeronimo, and Tracy Pritchard. "Benefits of Peer Mentoring in Prelicensure Nursing Education." Nurse Educator 44, no. 3 (2019): 159–63. http://dx.doi.org/10.1097/nne.0000000000000573.

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Smith, Linda S., Lydia E. McAllister, and Carol Snype Crawford. "Mentoring Benefits and Issues for Public Health Nurses." Public Health Nursing 18, no. 2 (March 2001): 101–7. http://dx.doi.org/10.1046/j.1525-1446.2001.00101.x.

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Rentschler, Gary J., and Rachel M. Gasior. "Student Peer Mentoring: A Tool for Clinical Educators." Perspectives on Issues in Higher Education 14, no. 1 (June 2011): 29–35. http://dx.doi.org/10.1044/ihe14.1.29.

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Peer mentoring has been shown to provide benefits in a variety of situations in several professions. To facilitate clinical learning in speech-language pathology, a clinical teaching paradigm utilizing student peer mentoring was constructed. The roles of the student mentor and the mentees are reported and the benefits of this paradigm are discussed. Student peer mentoring may be a useful tool in supporting marginal students in clinical learning.

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Jakubik, Louise D. "Mentoring Beyond the First Year: Predictors of Mentoring Benefits for Pediatric Staff Nurse Protégés." Journal of Pediatric Nursing 23, no. 4 (August 2008): 269–81. http://dx.doi.org/10.1016/j.pedn.2007.05.001.

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Cappell, Mitchell S. "After Demonstrating the Considerable Benefits of Mentoring to Trainees, How Do We Promote Mentoring?" American Journal of Gastroenterology 105, no. 11 (November 2010): 2505–6. http://dx.doi.org/10.1038/ajg.2010.284.

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Jakubik, Louise D. "Development and Testing of the Jakubik Mentoring Benefits Questionnaire Among Pediatric Nurses." Journal of Nursing Measurement 20, no. 2 (2012): 113–22. http://dx.doi.org/10.1891/1061-3749.20.2.113.

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Background and Purpose: The ability to measure the benefits of mentoring among bedside nurses is essential for leaders in health care organizations to evaluate the effectiveness of mentoring initiatives for nurses. This article describes the development and testing of the Jakubik Mentoring Benefits Questionnaire (Jakubik MBQ). The instrument is a 36-item tool that uses a 5-point Likert scale to measure the individual and organizational benefits of mentoring from the nurse protégé’s perspective. Methods: The original Jakubik MBQ was a 57-item tool developed and validated (validity = .96) with a panel of 6 expert judges prior to reliability testing in a pilot study with 11 subjects (Cronbach’s alpha = .98). Subsequently, the 57-item instrument was used in 3 separate research studies (Jakubik, 2007a, 2007b; Jakubik, Eliades, Gavriloff, & Weese, 2011) with strong internal consistency reliability evidenced by Cronbach’s alpha coefficients of .98, .98, and .97, respectively. Exploratory factor analysis was conducted on the 57-item instrument with the 453 subjects from the aforementioned 3 studies. Results: Results of the factor analysis confirmed a total of 6 factors (subscales). Based on the factor analysis, the 4 original theoretical subscales were confirmed, 2 additional subscales were added, the original subscales were renamed, and the instrument was shortened to 36 items with each subscale containing 6 items and an overall Cronbach’s alpha of .97. Conclusions: Based on these overall findings, the Jakubik MBQ provides a valid and reliable instrument for use in measuring the mentoring benefits among pediatric staff nurse protégés engaged in mentoring relationships.

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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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Wen, Peng, Cheng Chen, Longzhu Dong, and Xiaobing Shu. "The Role of Mentoring in Protégés’ Subjective Well-Being." Journal of Career Development 46, no. 2 (September 25, 2017): 171–83. http://dx.doi.org/10.1177/0894845317731864.

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Although the benefits of mentoring for protégés’ career-related outcomes have been largely confirmed, little research has examined whether this benefit can extend to the protégés’ life domains outside of work. In this study, we investigate the impact of the extent of workplace mentoring support on protégés’ subjective well-being (SWB). Based on data that were collected from a two-wave survey of 253 protégés in ongoing mentoring programs in China, the results showed that the extent of the mentoring support was significantly related to the protégés’ SWB (i.e., satisfaction with life, positive affect, and negative affect) through their psychological safety. Furthermore, the perceived mentor status of protégés moderated the relationship between the extent of mentoring support and the protégés’ psychological safety, such that the relationship was stronger when the perceived mentor status was higher rather than lower. The theoretical and managerial implications of our findings are also discussed.

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R Booth, Sarah, Margaret K Merga, and Saiyidi Mat Roni. "Peer-mentors Reflect on the Benefits of Mentoring: An Autoethography." International Journal of Doctoral Studies 11 (2016): 383–402. http://dx.doi.org/10.28945/3603.

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Many PhD candidates bring with them a wealth of knowledge and skills; however, these may not sufficiently prepare candidates to work with high autonomy on a project with often limited interaction with the wider research community. A peer-mentor program model, in which a mentor delivers dyadic and group support to higher degree by research students from different disciplines and backgrounds, has the potential to enhance candidates’ knowledge and skills. However, the mentors themselves can experience significant advantages, as peer-mentoring can also have a positive effect on the mentors’ research experience. In order to further understanding of the potential benefits of peer-mentoring for mentors, three researchers explore their experiences as peer-mentors through an autoethnographic framework. Through discussing their personal experiences as peer-mentors, the researchers identified a range of benefits for themselves. These benefits in-volved finding that peer- mentoring enhanced their own learning, fostered reflective practice, and provided current tertiary teaching and research support experience. Peer mentoring also gave them broad exposure to a breadth of disciplines, theories, and methods; provided project management insights; created opportunities for professional networking; supported their social needs; and gave them invaluable insight into other candidate/supervisor relationships. Their role in a peer-mentor model has shaped their experiences as PhD candidates and also informed their decisions after graduation.

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MacDonald, Mandi, Andrew Dellis, Shanaaz Mathews, and Jenna-Lee Marco. "Implementing E-mentoring with care-experienced youth under “lock-down” – a South African experience." Journal of Children's Services 15, no. 4 (September 28, 2020): 253–58. http://dx.doi.org/10.1108/jcs-07-2020-0032.

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Purpose This paper aims to describe the challenges and potential benefits of moving a mentoring programme for young people in care and care leavers to an online mode of delivery in response to the South African Government’s efforts to curb the spread of the novel coronavirus disease COVID-19. Design/methodology/approach A descriptive account incorporating reflections from staff responsible for the move to e-mentoring and from South African and UK researchers undertaking an exploratory study of mentoring vulnerable youth at the time when COVID-19 restrictions were imposed. Findings E-mentoring can provide an effective means to maintaining the essential elements of a well-established mentoring programme for young people in care and care leavers under government enforced “lock-down”. E-mentoring presents particular challenges and benefits in the South African context. Youth in care and care leavers have unequal access to a digital infrastructure, but this can be overcome by investment in resourcing, equipping and training carers, mentors and mentees. The geographical reach offered by online platforms gives young people access to a more diverse pool of mentors. Originality/value Both care leaving services and the use of e-mentoring to meet the needs of vulnerable young people are emerging areas of practice and research interest. This paper brings the two areas together in the context of South Africa under COVID-19 “lock-down” through describing the response of one mentoring programme and highlighting the benefits and challenges.

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Gong, Rueywei, Shih-Ying Chen, and Shin-Lung Lee. "Does Mentoring Work? the Mediating Effect of Mentoring in China." Social Behavior and Personality: an international journal 39, no. 6 (October 1, 2011): 807–24. http://dx.doi.org/10.2224/sbp.2011.39.6.807.

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Researchers have found that mentoring can impact protégés' career outcomes positively or negatively. In this study we explored the mediating effect of mentoring on the relationship between personal learning and career development in Chinese enterprises. Data from 316 employees of Chinese enterprises were collected and analyzed to measure the impact of their personal learning on career development. It was found that personal learning and mentoring had a significantly positive impact on career development. Mentoring mediated the relationship between personal learning and career development. We, therefore, suggest that, when promoting career development benefits, enterprises should enhance the positive effects of personal learning and career development through mentoring mechanisms.

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Van der Sijde, Peter, and Geertjan Weijmans. "Benefits and Impact of Mentoring for Entrepreneurs:the entrepreneur’s perspective." International Journal of Human Resource Studies 3, no. 4 (December 8, 2013): 194. http://dx.doi.org/10.5296/ijhrs.v3i4.4581.

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The benefits and longer term impact in the relationship of a starting entrepreneur and his/her mentor are the subject of research from the perspective of the entrepreneur. Most research study the effects of mentoring on the benefits, during or shortly after ending the mentorship relation; this study focuses on the redefinition of the relationship. Results show that the benefits are determined by the experienced psychosocial support the entrepreneur experiences, the amount of trust and the intensity. Longer term impact is determined by the experienced benefits, not by the mentoring activities; the specific situation of an entrepreneur compared to a mentee in an organization could explain this finding.

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Jakubik, Louise D., Aris B. Eliades, Carrie L. Gavriloff, and Meghan M. Weese. "Nurse Mentoring Study Demonstrates a Magnetic Work Environment: Predictors of Mentoring Benefits Among Pediatric Nurses." Journal of Pediatric Nursing 26, no. 2 (April 2011): 156–64. http://dx.doi.org/10.1016/j.pedn.2010.12.006.

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Stuckey, Shanna Marie, Brian Todd Collins, Shawn Patrick, Kathleen S. Grove, and Etta Ward. "Thriving vs surviving: benefits of formal mentoring program on faculty well-being." International Journal of Mentoring and Coaching in Education 8, no. 4 (November 21, 2019): 378–96. http://dx.doi.org/10.1108/ijmce-02-2019-0024.

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Purpose The purpose of this paper is to describe current challenges faced by women and underrepresented minority faculty members, the benefits of mentoring programs, conceptual frameworks that highlight a wellness model and mentoring relationships and the findings from a mixed methods evaluation of a formal mentoring program (EMPOWER) that highlights the indirect benefits of such a program and the impact on faculty well-being. Design/methodology/approach This study was based on grounded theory, in which analysis was ongoing as data were collected and a variety of methods were used to building understanding. Measures included a survey and semi-structured interviews and focus groups. The thematic analysis of qualitative data was conducted utilizing the constant comparative method. Descriptive statistics were calculated for quantitative data. Findings Findings focus on the indirect benefits of EMPOWER including creation of a safe space, continued relationships between mentees and mentors, networking benefits, acculturation to the campus and a better understanding of organizational politics and how these can positively impact faculty well-being. Originality/value The benefits of this formal mentoring program, and the impact on faculty well-being, are important to acknowledge, understand and share with the broader research community and other institutions of higher education.

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L Geesa, Rachel, Kendra Lowery, and Kat McConnell. "Mentee Perspectives of a First-Year Peer Mentoring Program for Education Doctoral (EdD) Students." International Journal of Doctoral Studies 13 (2018): 471–95. http://dx.doi.org/10.28945/4148.

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Aim/Purpose: In this paper, we examine how first-year education doctoral (EdD) students in a peer mentoring program may be supported in the academic and psychosocial domains to increase timely degree completion, decrease attrition, and improve the EdD program for students and faculty. Background: EdD students often face unique trials based on academic, social, professional, and personal challenges that arise during their degree program. The paper addresses how peer mentoring programs may help students overcome these challenges while completing their EdD program. Methodology: To investigate the effectiveness of a peer mentoring program for students, we focused on a single case study of an EdD peer mentoring program with 11 first-year EdD students who participated in the program. Using mixed methods, we collected and analyzed data from pre- and post-surveys, individual interviews, and a focus group. Contribution: Few studies about peer mentoring programs for EdD students exist. This study is unique because it focuses on first-year EdD students’ perspectives and, unlike other studies on peer mentoring programs, peer mentors are defined as graduates of the EdD program or current EdD students who are further along in the program. Whilst many studies of peer mentoring recommend peer mentoring for new students, our findings suggest that in the case of EdD students, extended or later peer mentoring may be more beneficial. Findings: From the quantitative and qualitative data results, five themes related to mentee perspectives of the benefits of EdD peer mentoring program emerged: 1) receiving academic advice and program support; 2) focusing on the future; 3) receiving emotional support and work-life balance advice; 4) having an experienced and relatable mentor; and 5) needing more mentoring to derive benefits. While mentees reported positive feelings about the mentoring program, many expressed that they did not yet have a need for mentoring. Considering that most mentoring studies focus on early program mentees, these results present the possibility of a need for extended or later-program mentoring. Based on the data, we identified a need for additional research which focuses on determining the correct timing for EdD students to begin peer mentoring program since students take coursework during their first year and have not begun work in the dissertation phase of the program. Recommendations for Practitioners: Sustainability of peer mentoring programs can present challenges based on the time and needs of mentees, mentors, and faculty. Doctoral faculty should evaluate the benefits of an EdD peer mentoring program for mentees on a regular basis to ensure that the program effectively supports and guides mentees to degree completion. Recommendation for Researchers: Literature and research on the evaluation, impact, and value of peer mentoring programs for EdD students and first-year doctoral students are limited. Researchers could study further the perspectives of mentees in an EdD peer mentoring program throughout their degree program from taking coursework to writing a dissertation. The benefits of early-program mentoring in comparison to later-program mentoring could be investigated further. Impact on Society: Providing mentoring opportunities to EdD students may help them overcome academic, social, and emotional challenges, and in turn, allow more education leaders to successfully complete their EdD and use their education to improve their school communities. Future Research: Future studies should examine other options of mentoring programs for first-year EdD students and EdD students who completed their EdD coursework and are working on their dissertation. Longitudinal studies are also needed to track mentees’ progression throughout the program.

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Dhaenens, Andrew, and James Vardaman. "Proximal Benefits of Providing Mentoring Support in Developmental Networks." Academy of Management Proceedings 2020, no. 1 (August 2020): 18443. http://dx.doi.org/10.5465/ambpp.2020.18443abstract.

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Taherian, Kasra, and Mina Shekarchian. "Mentoring for doctors. Do its benefits outweigh its disadvantages?" Medical Teacher 30, no. 4 (January 2008): e95-e99. http://dx.doi.org/10.1080/01421590801929968.

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Journal articles on the topic 'Mentoring benefits'

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