Relevant bibliographies by topics / Mentoring functions

Academic literature on the topic 'Mentoring functions'

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Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Mentoring functions"

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Brashear-Alejandro, Tom, Hiram Barksdale, Danny Norton Bellenger, James S. Boles, and Channelle James. "Mentoring characteristics and functions: mentoring’s influence on salespeople." Journal of Business & Industrial Marketing 34, no. 2 (March 4, 2019): 303–16. http://dx.doi.org/10.1108/jbim-09-2017-0223.

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PurposeThis paper aims to examine a longitudinal study of mentoring functions and their effect on salesperson attitudes and intentions.Design/methodology/approachThe research is based on a multi-year study of salespeople beginning when the salesperson entered the industry being examined.FindingsThe level of interaction between the mentor and protégé was found to be the only antecedent examined that related to the perceived quality of mentoring functions. Age, education and length of employment for both parties; the degree of age and education difference; and the length of the mentoring relationship were not significant. Successful mentoring appeared to be based heavily on a mentor’s willingness and ability to interact frequently with the protégé.Originality/valueThis study adds to the literature on mentoring, looking at mentoring in a sales context. Research examining mentoring in a sales setting is much more limited than in many other professions, so the findings represent a valuable addition to the sales mentoring literature. Its influence on sales socialization may be very important.
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Chen, Yin-Che. "Effect of Reverse Mentoring on Traditional Mentoring Functions." Leadership and Management in Engineering 13, no. 3 (July 2013): 199–208. http://dx.doi.org/10.1061/(asce)lm.1943-5630.0000227.

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Ben Salem, Anis, and Lassaad Lakhal. "Mentoring functions questionnaire: validation among Tunisian successors." Journal of Management Development 37, no. 2 (March 5, 2018): 127–37. http://dx.doi.org/10.1108/jmd-12-2016-0272.

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Purpose The purpose of this paper is to shed light on the usefulness of the mentoring dimensions and to test and validate the mentoring functions questionnaire (MFQ) among Tunisian successors. Design/methodology/approach To test and validate the MFQ among Tunisian successors, this study used a sample of 111 Tunisian successors, adopted the Churchill’s paradigm and followed the structural equation modeling. Findings This study confirms the importance of both vocational and psychological support but does not take into consideration the succession context. Originality/value Mentoring programs concern essentially employees and help them develop and grow both vocationally and personally. Successors, however, although they do face some hardships throughout their careers, they are outside the focus of attention. Thus, this study contributes to the mentoring literature by exploring the usefulness of the mentoring dimensions and by using the mentoring functions.
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Fagenson, Ellen A., and Karen L. Amendola. ""TQM--TOTAL QUALITY MENTORING": FACTORS INFLUENCING MENTORING FUNCTIONS PROVIDED AND RECEIVED." Academy of Management Proceedings 1993, no. 1 (August 1993): 58–62. http://dx.doi.org/10.5465/ambpp.1993.10315261.

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Jyoti, Jeevan, and Poonam Sharma. "Impact of Mentoring Functions on Career Development: Moderating Role of Mentoring Culture and Mentoring Structure." Global Business Review 16, no. 4 (July 23, 2015): 700–718. http://dx.doi.org/10.1177/0972150915581110.

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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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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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Haran, Vidya V., and Anand Jeyaraj. "Organizational E-Mentoring and Learning." Information Resources Management Journal 32, no. 1 (January 2019): 58–72. http://dx.doi.org/10.4018/irmj.2019010104.

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This article explores the process by which e-mentoring unfolds in organizational settings, emphasizing the crucial role of learning that acts as the intermediate step between mentoring functions and organizational outcomes. Specifically, the authors investigate how e-mentoring functions—career support, psycho-social, and role modeling—support the protégé's learning, and how learning increases organizational commitment of the protégés. Data was collected through an online survey of 59 individuals in two multinational organizations that had mentoring programs. Analysis using SmartPLS 3.0 showed that career and role modeling support are statistically significant predictors of learning, and learning predicts organizational commitment as expected. Contrary to face-to-face mentoring literature, the direct link between the mentoring functions and organizational commitment is not supported. The authors conclude with implications for research and practice.
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ASADA, Tadashi. "Student Teaching in Kindergarten: Functions of Mentoring." Annual Report of Educational Psychology in Japan 46 (2007): 156–65. http://dx.doi.org/10.5926/arepj1962.46.0_156.

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Okurame, David E. "Perceived mentoring functions: does mentor's gender matter?" Women in Management Review 22, no. 5 (July 24, 2007): 418–27. http://dx.doi.org/10.1108/09649420710761473.

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Dissertations / Theses on the topic "Mentoring functions"

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Foster, Hiram S. "Functions of Mentoring as Christian Discipleship." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1402510631.

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Fowler, Jane, and j. fowler@griffith edu au. "Mentoring relationships at work: An investigation of mentoring functions, benefits, and gender." Griffith University. School of Applied Psychology, 2002. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030226.074725.

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The program of research reported here provides a contemporary view of mentoring relationships. In particular, it presents a definition that reflects mentoring experiences in modern organisations, identifies mentoring functions and benefits as perceived by mentees and mentors, and examines the relationships between those constructs and gender. Forty-eight mentees and mentors from a range of organisations, representing all possible gender combinations of mentee-mentor, were interviewed about their mentoring experiences. Content analysis of the interview data identified 42 categories of mentoring functions and 29 categories of benefits perceived by mentees and mentors. The emergent categories of mentoring functions and benefits were used to construct measurement instruments. The instruments were then completed by 500 mentees and mentors, again representing all four gender combinations of mentee-mentor, from a range of organisations. Principal components analyses revealed seven mentoring functions identified by mentees and eight by mentors. Those functions were Personal and Emotional Guidance, Coaching/Learning Facilitation (identified as two separate functions by mentors), Advocacy, Role Modelling, Career Development Facilitation, Strategies and Systems Advice, and Friendship. The study extended empirical research by identifying a range of distinct mentoring functions rather than the broad category approach adopted in previous research. The principal components solutions generated separately for mentees and mentors were similar, indicating convergent views between the providers and recipients of these functions. Several of the mentoring functions that emerged were similar to those identified by Kram (1980) and the emergence of new functions was interpreted in light of changes in organisations over the past 20 years and the recruitment of representative samples, in this study, that reflected those changes. Principal components analyses also revealed four mentoring benefits identified by mentees and five by mentors. Benefits for mentees were Professional Enhancement, Interpersonal Relationship, Professional Induction/ Immersion, and Professional Reward. By identifying the benefits that mentees themselves perceive as being attributable to their mentoring relationships, the current study extended empirical research on mentee benefits beyond, objective, traditionally measured outcome variables. Benefits for mentors were Professional Enhancement, Organisational and Peer Recognition, Interpersonal Relationship, Meaningfulness and Fulfillment, and Productivity. The range of benefits that emerged reflects the importance mentees and mentors place on the psychological and interpersonal experiences of their mentoring relationships. The relationships between mentoring functions and benefits and gender were examined for both mentees and mentors. Results indicate that gender effects are limited to only some mentoring functions and benefits. Examination of the relationships between distinct mentoring functions and benefits indicated that specific mentoring functions are related to particular benefits for both mentees and mentors. The theoretical and practical implications of these findings are discussed and suggestions for future research are provided.
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Ricketts, Angela P. "Measuring the mentoring functions performed by female mentors to female protegees." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1091.

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Fullick, Julia. "You Scratch My Back and I'll Scratch Yours: Mentor-Perceived Costs and Benefits and the Functions They Provide Their Proteges." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2278.

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Mentoring relationships can have both costs and benefits for mentors and their proteges. The present research examined the degree to which mentors' perceived costs and benefits affect the functional and dysfunctional mentoring they provide to their proteges. Additionally, I investigated whether mentor-perceived costs and benefits were associated with the mentors' own goal orientation and the goal orientation of their proteges. Data were collected from 86 proteges and their current supervisory mentors. Consistent with expectations, when mentors reported greater costs of embarrassment associated with their relationship, the proteges reported receiving greater dysfunctional mentoring. Proteges who reported receiving greater functional mentoring tended to have mentors who perceived greater benefits of mentoring them. Both proteges and mentor goal orientations demonstrated significant correlations with mentor-perceived costs and benefits of their relationships. Implications for training and reinforcing functional mentoring will be discussed.
M.S.
Department of Psychology
Sciences
Industrial Org Psychology MS
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Deering, Katherine Anne Macdonald. "The contributions and affects of age on mentoring relationships within an academic setting." Thesis, University of Canterbury. Psychology, 2010. http://hdl.handle.net/10092/3819.

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The term mentoring has traditionally been associated with mentors being senior in age and experience. However, as more people are entering the workforce or changing career paths at midlife, it is becoming increasingly common for the mentor to be close in age or younger than their protégé. There has been limited research that has examined the affects and outcomes of non-traditional age relationships in mentoring. The aim of the current study was to shed light on the limited existing literature surrounding the role of age in mentoring. Specifically, it aimed to investigate how age affects mentoring relationships in an academic setting, and what factors may be contributing to this. Participants consisted of students enrolled in postgraduate academic papers (Masters Dissertation, Masters Thesis and PhD) and their assigned academic supervisor. In total, 95 students and 89 supervisors were recruited from three universities with a total of 80 matched student and supervisor pairs. Two surveys were developed, one for postgraduate students and one for their academic supervisors. The student’s survey consisted of demographic questions, a measure of psychosocial and career mentor functions, and a measure of student competence. The supervisor’s survey consisted of demographic information, a measure of psychosocial and career mentor functions, and a measure of human capital investment. The results of the research indicate that within an academic setting, age difference does not have any aversive affects on the processes found in mentoring relationships. In future, mentoring literature needs to expand the conceptualization of mentors and protégés to encompass the increasing existence of varying age relationships. This would enable research to identify the challenges and unique strengths associated with age diversity in mentor relationships.
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Sekhosana, Letulie Wessels. "Mentoring functions and work–related outcomes in the steel manufacturing industry / L.W. Sekhosana." Thesis, North-West University, 2011. http://hdl.handle.net/10394/6941.

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The main aim of the study is to determine the relationship between the variables (mentoring functions, organisation commitment, job satisfaction, and organisation intentions to quit) and also to determine the impact of the mentoring functions on work–related outcomes in the steel industry. The main work–related outcomes of interest are job satisfaction, organisation commitment and organisation intentions to quit. A quantitative methodology using survey research was used to collect the data. A total of 104 employees working in the steel industry were surveyed using a convenient sample. The findings support expectations that supportive mentoring functions would negatively be related to the employees” turnover intentions and positively related to job satisfaction and organisation commitment. Our results indicated that the role–modelling mentoring support function has a major impact on job satisfaction and organisational commitment.
Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.
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Key, Lynne A. "Perceptions of Workplace Mentoring Behaviors for Lifelong Career Development." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4706.

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This study's purpose was to investigate the importance of mentoring functions and behaviors for lifelong career development as perceived by protégés. The population included individuals in middle to late adulthood (age 40 years and older) who reported they had been a protégé in at least one mentoring association perceived as beneficial to their lifelong career development; and were either employed or had been employed as a middle manager, senior manager, C-level executive, business owner, or member of a profession. The sample was obtained using a chain-sample method; 67 Ambassadors completed an online survey and each invited 10 contacts to complete the survey. The final number of respondents was 503; of these, 456 reported being a protégé. Data were collected using the Perceptions of Workplace Mentoring Behaviors (PWMB) scale, a modification of Noe's (1988) Mentoring Functions Scale. The online survey included the PWMB scale items plus questions designed to engage the respondent's autobiographical memory and questions regarding respondent and mentoring association characteristics. The PWMB scale included seven new items, posited by the expert panel, enhancing the teaching aspect of mentoring. Confirmatory factor analyses were conducted comparing four tenable models for the PWMB scale. The 8-factor model, which was essentially the protégé's view of Kram's (1985) mentoring functions model and included the seven newly developed items, exhibited the best fit of the four possible models. Results indicated that protégés perceived three factors from the Psychosocial category (Role Model, Acceptance-and-Confirmation, and Relationship Fundamentals) as most important to their lifelong career development. Effective Development Opportunities was perceived as the most important factor from the Career category. Professional Issue Counseling from the Psychosocial category was perceived as the least important factor. Significant differences were found for five of six independent variables (protégé gender, mentor gender, dyad, protégé's mentor group, and birth decade) at the item level and for four of six independent variables (protégé gender, dyad, protégé's mentor group, and decade of birth) at the factor level. Implications included designing mentoring programs that provide opportunities for mentors and protégés to develop relationships rather than directly assigning protégés to mentors.
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Chew, Catherine. "A case study of the characteristics and functions of female mentor relationships." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39768.

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According to projections in Workforce 2000, the majority of new entrants into the labor force will be women and minorities. Although women are currently major participants in the workplace, when compared with men, they have not experienced equal opportunities for upward mobility nor have they had salaries which reflect equity. Mentoring is one strategy that can promote the career development of women. The purpose of this study was to provide an in-depth analysis of the characteristics of female mentors and their activities and mentoring styles with male and female proteges. The study was specifically designed to explore the following questions:
  1. What are the personal characteristics of female mentors?
  2. What functions (career or psychosocial) are provided in female mentor relationships?
  3. How does gender affect the mentor relationship?
  4. What effect does the organization have on the mentor activities of women?
The sample for this study was six female mentors who were employed with Roanoke County Government and who were in a mentor relationship within the past year. Data were gathered through qualitative methodologies, including in-depth interviews with the mentors, a review of descriptive written documents about the organization's policy and procedures, and interviews with the mentor's protege and co-workers. The interview guide used to collect information about the mentors consisted of questions in the following areas: career information, history of the mentor relationship, functions of the mentor relationship, gender-related issues, mentoring in the organization, and personal characteristics. The interviews were transcribed verbatim, then coded and categorized. The data from all sources were then compared and contrasted to identify emergent themes. The findings were described through the use of verbatim quotations. Based on the findings, recommendations for action were suggested to include the following: (a) training should be conducted to increase greater self-awareness and understanding of relationships in a work context; (b) organizations should recognize the positive benefits of mentor relationships; (c) formalized mentor programs should be a viable option for employers; (d) training should be available to help women recognize their importance and potential influence on others and the organization. Recommendations for further research included examination of (a) whether a larger sample or sample from a different organizational setting or locality would constitute similar findings; (b) progress of proteges mentored by females; (c) mentor relationships in formalized programs; (d) longitudinal data from female mentors and their proteges; (e) differences in the way males and females mentor; (£) similarities in mentoring at different levels of management; and (g) the frequency of female mentor relationships.
Ed. D.
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Vanderbilt, Allison A. "Perceptions Of Career And Psychosocial Functions Between Mentor And Protégé Teachers." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1796.

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The purpose of this study was to identify the career and psychosocial functions that mentor teachers and their protégé teachers believed occurred during the 2008-2009 mentoring relationship. This comparative survey study was conducted in a suburban middle-sized Florida school district. The target population for this study involved one group of matched mentor teachers and protégé teachers. Two survey instruments were used during this study, Mentoring Functions Scale for the Mentor and the Mentoring Functions Scale for the Protégé modified by Wilson (2006). This instrument was selected because it measures the career and psychosocial functions of the mentoring process. The survey was available to the mentors and protégés participating in this study via paper and pencil. There were 645 mentor teachers and protégé teachers surveyed. There was a 33.4% response rate of the total population surveyed and a 67.0% usable response rate of the 322 mentor teachers and protégé teachers who responded. The findings were that both mentor and protégé teachers value the mentoring process. All of the participants agreed that the career and psychosocial functions were provided. Mentor and protégé teachers both agreed that the career and psychosocial functions were present during the mentoring relationship. These findings indicated that there were specific career and psychosocial functions provided by the mentor to the protégé that were found to be beneficial to the mentoring process.
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Wilson, Amy Jo Smith. "A comparison of the perceived performance of mentoring functions of National Board-Certified and non-National Board-Certified teachers with their protégés." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001808.

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Books on the topic "Mentoring functions"

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Johnson, K. Mentoring in the development of graduates: Protege and mentorperceptions of the aims, functions and benefits of mentoringinformalised settings. Manchester: UMIST, 1994.

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Hammad, Ibrahim Mohammad Saleh. The function of mentors in teacher training programmes: Toward a new mentoring model for student teachers teaching the subject of Islamic education in Jordan. Portsmouth: University of Portsmouth, 2005.

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An Assessment of Mentoring Functions and Barriers to Mentoring. Storming Media, 1999.

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Mentor functions on a college campus: Perceptions of students of color. 1996.

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Kennedy, Mary R. T. Coaching college students with executive function problems. 2017.

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Book chapters on the topic "Mentoring functions"

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dos Santos, Neusa Maria Bastos Fernandes, Mariana Juer, Igor Polezi Munhoz, Alessandra Cristina Santos Akkari, Rodrigo Guimarães Motta, and Marianna Konyosi Miyashiro. "Mentoring Process: An Assessment of Career, Psychosocial Functions and Mentor Role Model." In Proceedings of the 5th Brazilian Technology Symposium, 515–25. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57566-3_51.

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Nkomo, Morena William, Wellington Didibhuku Thwala, and Clinton Ohis Aigbavboa. "Influences of Mentoring Functions on Job Satisfaction and Organizational Commitment of Graduate Employees." In Advances in Intelligent Systems and Computing, 197–206. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60018-5_20.

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"Mentors’ skills, attributes and functions." In Mentoring Teachers in Post-Compulsory Education, 35–63. Routledge, 2012. http://dx.doi.org/10.4324/9780203815953-8.

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"The effective mentor’s skills, attributes and functions." In Mentoring Teachers in Post-Compulsory Education, 30–60. David Fulton Publishers, 2014. http://dx.doi.org/10.4324/9781315831138-8.

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Fox, Raymond. "The Matrix of Modeling, Mentoring, and Mirroring." In The Use of Self. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780190616144.003.0009.

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The critical role of the teacher is laying the paradigmatic groundwork for students’ learning to be professional. Teachers manifest in their comportment the intellectual, affective, and ethical bases of professional expertise. Their very conduct, enhanced by knowledge, embodies the essential message about how to be a helper. Three interwoven processes—modeling, mentoring, and mirroring—form the basis for professional education. They are converging and commingling processes, not independent elements in learning, as described here for intelligibility’s sake; they are multidirectional in influence and spiral back on each other, comprising a wholesome and fulfilling professional educational venture. Each individual mode is important in and of itself, but their interrelationship is the compelling element. Modeling is a complex process involving observation, imitation, and identification by students of the teacher. It occurs whether or not you intend it or not. Many of the same skills and conditions that promote client growth promote student growth. Strive to create an ambiance that engages students. Seek to engross them at a level that allows them to take the concepts they learn, as well as the examples you provide, whether tacitly or explicitly, from seeing you practice with them in class, and transfer them to their contact with clients. The words you utter, the actions you take, the manner in which you conduct the class are carefully observed and considered by students. They attend to your preparation, enthusiasm, and relatedness as lived lessons about how to deliver these same attributes and functions with clients. They observe your unspoken feedback—how your tone and facial expression reveal whether you are attuned and on the right track. In your interaction with students, whether consciously or not, you continually display your own competence in your discipline. Students observe how you practice what you preach in your dealings with them, with colleagues, with syllabus material, nascent ideas, and theories. They inevitably appraise your ability to facilitate communication, manage dilemmas, encourage mutuality, and foster cooperation in working associations with others. They assess your patience, availability, and skill.
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Ninomiya, Toshie, Fumihiko Anma, and Toshio Okamoto. "An Organizational Knowledge Circulation Management System for Universities." In Web-Based Learning Solutions for Communities of Practice, 143–55. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-711-9.ch011.

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In this chapter, the concept of an organizational knowledge circulation management system of e-learning is presented. The authors have developed a mentoring system module and a learning design repository based on technological and pedagogical aspects, and evaluated the system in two case studies. They also describe important functions and evaluation aspects of new information technology system of e-learning.
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Blustein, David L. "Being With Others." In The Importance of Work in an Age of Uncertainty, 47–70. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190213701.003.0003.

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This chapter reviews the relational aspects of work, exploring how work functions to provide people with an opportunity to connect to others and, at times, to evoke distress in the workplace. Beginning with a review of the relational revolution in psychology, vignettes from the Boston College Working Project participants explicate how relationships function within the workplace, underscoring both adaptive and aversive aspects of relational influences, power differentials at work, work–family balance, and the internalization process. The chapter includes a review of recent contributions on attachment, social support, mentoring, and social networks, which reflect important new directions for understanding the ways in which being with others at work enhances aliveness and well-being. Policy implications pertaining to the need for people to have access to decent work that affirms relational strivings conclude the chapter.
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Chok, James T., Jill M. Harper, Mary Jane Weiss, Frank L. Bird, and James K. Luiselli. "Supervision and mentoring." In Functional Analysis, 123–36. Elsevier, 2020. http://dx.doi.org/10.1016/b978-0-12-817212-4.00007-9.

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"Functional Skills." In Coaching and Mentoring, 285–90. Routledge, 2017. http://dx.doi.org/10.4324/9781315260051-18.

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"Functional Mentoring Competencies: What Mentors Do." In On Being a Mentor, 87–113. Routledge, 2015. http://dx.doi.org/10.4324/9781315669120-14.

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Conference papers on the topic "Mentoring functions"

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Loh, Yunkyoung, Na-Rae Kim, and Yee Jee Kim. "The Relationship between Mentoring Functions and Mentor Leadership." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science and Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-1865_cbp73.

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Douglas Turner, Jodi. "MENTORING ACROSS CULTURES: BRIDGING SUPER’S CAREER DEVELOPMENT MODEL AND INTENTIONAL MENTORING FUNCTIONS THROUGH CULTURAL ATTACHMENT LENS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1660.

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Chen, Yinche. "The Introspection of Traditional Mentoring Functions and Modification of the Corresponding Scale." In 2015 International Conference on Education Reform and Modern Management. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ermm-15.2015.19.

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"Exploring the Development of a Framework for Informal E-mentoring of Online Health Education Students: A Formative Evaluation [Research in Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4156.

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Aim/Purpose: The purpose of this pilot case study is to provide details on developing a framework for e-mentoring graduate level online health education students as an added component of an online health education course. Background: E-mentoring gives faculty the opportunity to share professional knowledge with students and impart practical experiences. In addition, faculty can show how the course content is teaching skills applicable to student’s personal and professional goals. There is an abundance of research and professional literature that includes mentoring of graduate students, but this literature base has not shown a development in a theory and models used in e-mentoring. As yet, however, literature dealing with e-mentoring the future health educator is scarce or nonexistent even though technology such as mobile apps, email, listservs, chat groups and conferencing could enhance the e-mentoring process. Methodology: The framework is described in the context of a curriculum development and a program planning model. Following the steps designed in this framework, mentees are guided through a course that begins with setting goals and ends with an evaluation process. The steps are similar to what health educator’s use in the program planning process, which is also a component of building a community program. The model uses both psychosocial variables that help build identity and coaching functions as a guide and to obtain measurements. Contribution: The study ends with a mix of evaluations that include the formative and sum-mative evaluations. A formative evaluation is conducted throughout the pro-cess. A summative evaluation will be conducted at the end to gain feedback. For the summative evaluation, constructs from the mentoring scale will be used. Findings: This case study was prepared to serve as a basis for discussion rather than to illustrate either effective or ineffective e-mentoring process for health educators.
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Pembridge, James J., and Marie C. Paretti. "Work in progress — A comparison of mentoring functions in capstone courses across engineering disciplines." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142987.

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Jaiswal-Dale, Ameeta, Ernest L. Owens Jr., and Abby Bensen. "Case Study in Project Management: A Vehicle for Business Curriculum Integration." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13081.

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This case can be team-taught to combine the different elements of business education taught by individual faculty within a course in Project Management, as a partial, half credit module within a business curriculum. This case study is written to address the feedback from prospective employers that the fresh recruits are reticent and need a long period of “internship / training/ mentoring” before they are ready to be a part of the company’s internal team. The case depicting a real company undergoing substantial changes provides the students with opportunities to gain the analytical skills developed in the study of various business disciplines, while providing the opportunity for discussion and illustration of real-life scenarios, constraints, and roadblocks. Moreover, students practice team development and process efficiencies. Instructors will teach how marketing, sales, and procurement functions impact the accounting and finance components of the project so the project scope is managed within the resources, schedule, and budget.
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Milanovic, Ivana, and Tom Eppes. "Application Building in Undergraduate Courses With a Simulation Component." In ASME 2016 Fluids Engineering Division Summer Meeting collocated with the ASME 2016 Heat Transfer Summer Conference and the ASME 2016 14th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/fedsm2016-7844.

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The undergraduate engineering curriculum at our institution is replete with both problem-based and project-based learning components. This paper focuses on the third and most complex methodology needed to prepare students for a successful career in engineering: inquiry-based learning (IBL). With IBL, students learn with the aid of mentoring how to develop and answer a research question. However, IBL requires a significant time-investment, both in and outside the classroom. This is one of the teaching challenges within lecture-based thermo-fluids courses, where the coverage of required material does not allow much time for both IBL and development of field-specific simulation skills. Additional challenges include the reliance on mathematical tools that often hamper student understanding of the underlying phenomena and difficulty in providing immersive and exciting visuals that support in-depth learning. An IBL component was incorporated into a simulation-based design in two successive junior year courses: fluid mechanics and heat transfer. Both courses were modified to contain scaffolded and contextualized simulations with application building that develop: (a) technical competency by developing modeling skills, (b) deeper understanding of thermofluids by solving realistic technological problems, and (c) writing skills by producing technical reports for each simulation. Companies are increasingly using simulation applications to extend the benefits of product and process models beyond engineering to other internal business functions such as manufacturing, product development, and sales technical support. Applications involve creating a simplified interface that still contains the full efficacy of the underlying model without having to expose the end user to its complexity. An ‘Application’ building component adds a new skillset that further strengthens our program graduates. Consequently, supported by mentoring, students now integrate prior skills into an independent research initiative. They propose, plan and execute a design that is of their interest, relevant to the course topics, and suitable in rigor. In parallel with skillset and technical knowledge building, strategies and resources are introduced to engage students in a research topic of their choosing. This process includes preparing a statement of work, reviewing relevant literature, completing a technical study, and documenting the results. The results to date are presented along with some examples of student projects.
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Bajraktarović, Sandra. "Coaching and Mentoring in Function of Employee Development." In 26th International Scientific Conference Strategic Management and Decision Support Systems in Strategic Management. University of Novi Sad, Faculty of Economics in Subotica, 2021. http://dx.doi.org/10.46541/978-86-7233-397-8_137.

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Masykur, Masykur, Asep Supriyatna, Ana Maulana, and Arik Darojat. "Life Skill Training and Entrepreneurship Mentoring: Effort to Maintain Functional Literacy." In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-2-2019.2286155.

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Terpenny, Janis P., and Richard M. Goff. "Preparing Future Faculty for Teaching Engineering Design." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85221.

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This paper reports on a new core course that has been developed for the recently established Department of Engineering Education at Virginia Polytechnic Institute and State University (Virginia Tech). The course is focused on preparing future engineering faculty members to teach engineering design as well as how to function more effectively in industry design environments. Material related to theories of student learning and appropriate pedagogical approaches to teaching an open-ended subject such as engineering design are included. Having successfully completed this course, students are able to describe engineering design process and compare and contrast design across engineering and non-engineering disciplines. Students develop a syllabus for a design course in their own discipline, including assignments and projects. They also learn about effective project management and are able to characterize and demonstrate effective means of teaching/coaching/mentoring of various design projects. As future educators, students are able to describe the ABET (Accreditation Board for Engineering and Technology) requirements for design courses (Capstone, etc.), describe and demonstrate various theories of learning and pedagogy, and are able to navigate the course design and approval process. Descriptions of student mentoring of K-12 design teams in the FIRST LEGO® League competition are also provided.
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