Artykuły w czasopismach: „Mentees”

1

Zainol, Jamaluddin, i Abdus Salam. "An Audit on Mentor-Mentee Program: Mentees Perceptions on Mentors". Bangladesh Journal of Medical Science 20, nr 4 (18.06.2021): 840–47. http://dx.doi.org/10.3329/bjms.v20i4.54143.

Pełny tekst źródła

Streszczenie:

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

Style APA, Harvard, Vancouver, ISO itp.

2

Čiučiulkienė, Nijolė, i Rita Mičiulienė. "MENTORING STYLES AND THEIR CONTRIBUTION TO PEDAGOGICAL AND DIDACTIC COMPETENCE DEVELOPMENT". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (21.05.2019): 131. http://dx.doi.org/10.17770/sie2019vol1.3818.

Pełny tekst źródła

Streszczenie:

The current educational theoretical and practical discourse intensively highlights the issue of the relationship between the mentor and mentee, in other words, the style of mentoring. The issue of influence of mentoring style to the development of mentees’ pedagogical and didactic competencies is still not sufficiently investigated. The purpose of the study is to explore mentoring styles and examine their contribution to the development of pedagogical didactic competencies of mentees. Reflective reports of student teachers (N=10) who had their internship practice in secondary schools, were analyzed using content (deductive) analysis method. The findings suggest that emerging mentoring style depends on the age and the previous pedagogical experience of mentee’s: young and having no pedagogical practice mentees tend to follow the traditional-hierarchical mentoring relationship, while older and with some pedagogical experience mentees prefer to practice reciprocal relationship with their mentors. Anyway, in both highlighted cases, the emphasis of mentors is placed on the development of didactical competencies rather than pedagogical. The prevailing mentor – mentee relationship in secondary education and implications for the professional identity of student teachers are discussed as well.

Style APA, Harvard, Vancouver, ISO itp.

3

Weinraub, Glenn. "Mentees and Mentors". Journal of Foot and Ankle Surgery 45, nr 4 (lipiec 2006): 195. http://dx.doi.org/10.1053/j.jfas.2006.04.017.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

4

Riedel, David J., Vera Luther, Vera Luther, Wendy Armstrong, Wendy Armstrong, Erin Bonura, Michael Melia i Brian Schwartz. "85. A Virtual Platform for Mentoring Clinician Educators at IDWeek is as Effective as In-Person". Open Forum Infectious Diseases 8, Supplement_1 (1.11.2021): S54—S55. http://dx.doi.org/10.1093/ofid/ofab466.085.

Pełny tekst źródła

Streszczenie:

Abstract Background Career mentorship for clinician educators (CE) may be difficult to obtain within one’s home institution. During IDWeek 2018 and 2019, a mentoring program pairing junior faculty pursuing careers as CEs with more experienced CEs from other institutions was found to be feasible and effective. During IDWeek 2020, the program was transitioned to a virtual format. We assessed the feasibility and efficacy of this virtual mentoring program. Methods Junior and established CEs were recruited through the IDSA listserv and Medical Education Community of Practice and paired. Mentees completed an individual development plan (IDP) and identified discussion topics for their meeting. Mentors received training on successful mentoring and their mentee’s IDP and CV prior to meeting. Mentor and mentees met via videoconference for one hour during IDWeek 2020, created an action plan, and scheduled a follow-up call. Post-participation surveys were sent to mentees and mentors. Results 30 mentor and mentee pairs were matched; 1 pair did not meet. Compared to IDWeek 2018 (17) and 2019 (20), the 2020 program had more mentees (30). 24 (80%) mentees completed the pre-session survey; 17 (59%) mentees and 20 (69%) mentors completed the post-session survey. When compared to survey results from mentees in 2018-19 who met in-person, mentees in the virtual format reported similarly high rates of satisfaction, planned to make changes at work, had an increase in confidence, and felt it was a valuable experience (Table 1). Mentors also reported high rates of satisfaction with the experience in 2020 and were likely to participate in the program next year (Table 2). Only 1 (6%) mentee reported that the virtual format negatively impacted their experience, although 6 (30%) mentors reported some negative impact of the virtual format (Table 3). Table 1. Post-session mentee survey responses across 2 in-person years (2018, 2019) compared to the virtual mentoring program (2020) Table 2. Post-session mentor survey responses across 2 in-person years (2018, 2019) compared to the virtual mentoring program (2020) Table 3. Experience of mentees and mentors with the 2020 virtual mentoring program Conclusion A virtual mentoring program for CEs was feasible and as effective for mentees as an in-person format. Some mentors felt that the virtual nature did negatively impact the experience although it had minimal negative impact on mentees. Disclosures David J. Riedel, MD, MPH , Gilead (Advisor or Review Panel member)ViiV (Advisor or Review Panel member) Vera Luther, MD, Nothing to disclose Wendy Armstrong, MD, Nothing to disclose Brian Schwartz, MD, Nothing to disclose

Style APA, Harvard, Vancouver, ISO itp.

5

Houghty, Grace Solely, i Yakobus Siswadi. "PERSEPSI MENTOR DAN MENTEE TENTANG PROGRAM MENTORSHIP". Jurnal Skolastik Keperawatan 1, nr 2 (31.12.2015): 1–11. http://dx.doi.org/10.35974/jsk.v1i2.79.

Pełny tekst źródła

Streszczenie:

ABSTRAK Latar belakang: Evaluasi pada semester pertama didapatkan bahwa sebanyak 51 mahasiswa Entry To Practice (ETP) Angkatan 2013 harus mengikuti program matrikulasi, tujuh mahasiswa mengundurkan diri dan lima mahasiswa ETP Angkatan 2014 yang dikeluarkan dari Fakultas Ilmu Keperawatan (FIK) Universitas Pelita Harapan (UPH) karena melanggar peraturan akademik. Program mentorship mulai dilakukan pada tahun ajaran genap 2013/2014. Evaluasi program mentorship belum pernah dilakukan. Tujuan: Penelitian ini bertujuan untuk mengidentifikasikan persepsi mentor dan mentee tentang program mentorship. Metode: Desain penelitian adalah deskriptif kuantitatif. Jumlah sampel adalah 52 mentor dan 314 mentee. Instrumen yang digunakan adalah kuesioner dalam bentuk selfÂ report. Data dianalisis secara univariat. Hasil: 38 mentor (73.08%) dan 208 mentee (66.24%) bahwa adanya peningkatan pengetahuan di dalam pembelajaran, 29 mentor (55.77%) dan 165 mentee (52.55%) setuju bahwa dapat bekerjasama dengan teman lainnya. Program mentorship memberikan pengaruh untuk tetap tinggal di kampus 20 mentor (83.33%) dan 85 mentee (88.54%) dari 24 mentor dan 96 mentee yang berniat untuk meninggalkan kampus. Diskusi: Diharapkan program mentorship dalam dikembangkan lebih baik lagi khususnya untuk program perekrutan dan pelatihan yang berkelanjutan bagi mentor. Kata Kunci: mentee, mentor, persepsi dan program mentorship ABSTRACT Background: Evaluation in the first semester showed that there are 51 students of ETP batch 2013 who have to follow the matriculation program, seven students quitted the program, and five students from ETP batch 2014 were dropped out for violating academic rules. The mentorship program started in the Academic Year of 2013/2014 on its Even Semester. The evaluation for mentorship program has not been done within the Faculty of Nursing, Universitas Pelita Harapan. Objective: to identify the mentorâ€™s and menteeâ€™s perception about the mentorship program. Methods: The study design is descriptive quantitative study. The samples are 52 mentors and 314 mentees. The instrument is questionnaires in the form of self-report questionnaire. The data analyzed using the univariate method. Results: 38 mentors (73.08%) and 208 mentees (66.24%) that mentorship program can increase knowledge in learning, 29 mentors (55.77%) and 165 mentees (52.55%) agree that improve collaboration with others. 20 mentors (83.33%) and 85 mentees (88.54%) from 24 mentors and 96 mentees that intend to leave campus agree that mentorship program can increase influence to remain in on-campus accommodation. Discussions: It is expected that the mentorship program can be developed better, specifically for the mentor recruitment program and the ongoing training for mentors. Keywords: mentee, mentor, mentorship program, perceptionÂ Full printable version: PDF

Style APA, Harvard, Vancouver, ISO itp.

6

Luther, Vera, Wendy Armstrong, Erin Bonura, Michael Melia, David J. Riedel i Brian Schwartz. "134. idweek Clinician Educator Mentoring Program for Junior Faculty". Open Forum Infectious Diseases 7, Supplement_1 (1.10.2020): S197. http://dx.doi.org/10.1093/ofid/ofaa439.444.

Pełny tekst źródła

Streszczenie:

Abstract Background Effective career mentorship enhances well-being, productivity, and advancement in academic medicine. The pathway to success for clinician educators (CE) is often ill-defined. Career development resources and support for this pathway vary across institutions. To address this need, we created a mentoring program pairing junior faculty pursuing careers as CEs with more experienced CEs from other institutions during IDWeek 2018 and 2019. Methods Prior to IDWeek 2018 and 2019, a survey was sent through the IDSA listserv to identify members pursuing CE careers interested in extra-institutional career mentorship. These faculty were paired with mentors who were established career CEs identified via the IDSA Medical Education Workgroup. Mentees completed a brief individual development plan (IDP) and identified 3 discussion topics. Mentors received the mentee’s IDP and CV prior to IDWeek and were given brief guidance on successful mentoring. One hour advising sessions were held during IDWeek and ended with the creation of a mentee action plan and a scheduled follow-up call. Post-participation surveys were sent to mentees and mentors. Results 31 different mentees and 15 mentors participated in the program over two years. 26 (84%) mentees completed the post-session survey. 25 (96%) mentees and 14 (93%) mentors reported being very satisfied with their meetings at IDWeek. All mentees created an action plan with their mentor. 16 (62%) strongly agreed and 10 (38%) somewhat agreed that they planned to make changes based on the meeting. 21 (81%) mentees strongly agreed they received advice they were unable to get at their own institution. After the session, 18 (69%) strongly agreed they felt connected to a supportive CE community at IDSA; none strongly agreed in the pre-survey. All mentors and mentees agreed that this program was a resource that IDSA should consider expanding. Qualitative response themes from mentees emphasized the usefulness of an external perspective. Conclusion A mentoring program for junior faculty during IDWeek was feasible and effective for CEs. Through these interactions, mentees planned changes to enhance their careers and felt newly supported by the IDSA community. This model could be used for other ID career paths at future meetings. Disclosures All Authors: No reported disclosures

Style APA, Harvard, Vancouver, ISO itp.

7

Budasoff, Daniel. "Editorial: Mentors, Mentees, and Mentoring". International Journal of Periodontics & Restorative Dentistry 42, nr 4 (lipiec 2022): 446. http://dx.doi.org/10.11607/prd.2022.4.e.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

8

Chandrashekhar, Y., i Jagat Narula. "Mentees, Mentors, and the Mentorship…". JACC: Cardiovascular Imaging 7, nr 4 (kwiecień 2014): 434–37. http://dx.doi.org/10.1016/j.jcmg.2014.03.003.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

9

Taylor, Z. W., i Victoria G. Black. "Talking to the mentees: exploring mentee dispositions prior to the mentoring relationship". International Journal of Mentoring and Coaching in Education 7, nr 4 (3.12.2018): 296–311. http://dx.doi.org/10.1108/ijmce-04-2018-0019.

Pełny tekst źródła

Streszczenie:

Purpose The purpose of this paper is to explore how postsecondary mentoring programs address mentee dispositions prior to the mentee entering the reciprocal relationship, particularly which mentee dispositions are valued across mentoring program types, including peer, community-to-student, faculty-to-student and faculty-to-faculty programs. Design/methodology/approach This study employed quantitative content analysis to examine 280 institutional US postsecondary mentoring websites across four different institution types (public, four-year; private, four-year, non-profit; private, four-year, for-profit; public, two-year) and four different mentoring program types (peer or student-to-student, community-to-student, faculty-to-student and faculty-to-faculty programs). Grounded coding strategies were employed to generate these four mentoring program types, supported by extant research (Crisp et al., 2017). Findings Of 280 mentoring programs, 18.6 percent articulated mentee dispositions prior to entering the reciprocal relationship. When mentoring programs did address mentees, most programs articulated mentor duties aligned with mentee expectations (47.5 percent of programs) and program outcomes for mentees (65.7 percent of programs) rather than what the mentee can and should bring into a reciprocal relationship. Research limitations/implications This study is delimited by its sample size and its focus on institutional website content. Future studies should explore how mentoring programs recruit and retain mentees, as well as how website communications address the predispositions and fit of mentees within different types of mentoring programs. Practical implications This study provided evidence that many postsecondary mentoring programs in the USA may not be articulating programmatic expectations of mentees prior to the mentoring relationship. By failing to address mentee predispositions, mentoring programs may not be accurately assessing their mentor’s compatibility with their mentees, potentially leading to unproductive mentoring relationships. Originality/value This study affirms extant research (Black and Taylor, 2017) while connecting mentor- and coaching-focused literature to the discussion of a mentee dispositions scale or measurement akin to Crisp’s (2009) College Student Mentoring Scale and Searby’s (2014) mentoring mindset framework. This study also forwards an exploratory model of mentoring program inputs and outputs, envisioning both mentor and mentee characteristics as fundamental inputs for a mentoring program rather than traditional models that view mentors as inputs and mentee achievements as outputs (Crisp, 2009; Searby, 2014).

Style APA, Harvard, Vancouver, ISO itp.

10

Ismail, Azman, Ishak Abd Rahman, Haslin Hasan, Mahmut Sami Ozturk i Zahide Gencturk. "RELATIONSHIP BETWEEN MENTORS’ SUPPORT, MENTEES’ JUDGMENTS ABOUT THEIR CAPABILITIES TO SUCCEED AND MENTEES’ CAREER DEVELOPMENT". Journal of Southwest Jiaotong University 57, nr 4 (29.08.2022): 174–86. http://dx.doi.org/10.35741/issn.0258-2724.57.4.15.

Pełny tekst źródła

Streszczenie:

This study evaluates the relationship between mentors’ support, mentees’ judgments about their capabilities to succeed, and mentees’ career development. A survey method was used to collect 723 survey questionnaires from undergraduate students at comprehensive-oriented universities owned by the Malaysian federal government. The results of the SmartPLS path model analysis confirm that mentees’ judgments about their capabilities to succeed have mediated the effect of mentees’ intangible and tangible support on mentees’ career development. The novelty of this study establishes the context of highlighting the key elements of mentors’ support that impact mentees’ judgments about their capabilities to succeed, thereby improving mentees’ career development in the universities.

Style APA, Harvard, Vancouver, ISO itp.

11

Abdul Karim, Samsul Ariffin, Mohd Mughti Hasni i Nooraini Zainuddin. "Continuous Quality Improvement for Calculus Using Mentor-Mentee Approach". SHS Web of Conferences 53 (2018): 05003. http://dx.doi.org/10.1051/shsconf/20185305003.

Pełny tekst źródła

Streszczenie:

This paper proposes mentor-mentee event as a method to improve the performance of the students in Calculus subject for Foundation Third Semester in Universiti Teknologi PETRONAS (UTP). About 40 mentees are selected based on their course work (CW) marks and 20 mentors are chosen from UTP undergraduate students (UG). All the mentees must complete 12 hours within two-days event. In this event, active learning (AL) and cooperative learning (CL) are utilized as a learning method, this includes brainstorming, think pair share, think problem solving (TPS), pair work, turn to neighbor summaries, and etcetera. All the outcomes are analyzed through statistical measurements. From the results, it indicates that, Mentor-Mentee Event has improved significantly the performance of the mentees in the final exam.

Style APA, Harvard, Vancouver, ISO itp.

12

Spence, John Paul, Christina R. Santangelo, Jennifer L. Buddenbaum, Aaron E. Carroll i Matthew R. Allen. "38460 Independent Investigator Incubator (I3) yields external funding within three years for the majority of junior faculty". Journal of Clinical and Translational Science 5, s1 (marzec 2021): 64. http://dx.doi.org/10.1017/cts.2021.567.

Pełny tekst źródła

Streszczenie:

ABSTRACT IMPACT: The Independent Investigator Incubator program provides 1:1 mentoring from ‘super-mentors’ to enhance junior faculty careers in research. OBJECTIVES/GOALS: In 2014, the Indiana University School of Medicine (IUSM) in collaboration with the Indiana CTSI established the Independent Investigator Incubator (I3) Program. The I3 Program is designed to provide 1:1 mentoring for new research faculty during the crucial early years of their careers. Our goal is to provide an overview of the I3 design and 5-year data. METHODS/STUDY POPULATION: The I3 Program employs a resource-sharing, centralized design that provides concentrated 1:1 mentorship from a senior faculty ‘super mentor’ as well as other resources, such as grant writing support. Unlike many mentorship programs, I3 mentors closely interact with the mentees within the School and are compensated for their efforts (5% full-time equivalency per mentee, max of 15%). The number of ‘super mentors’ has grown from 6 to 15 faculty over 5 years, and mentors typically serve 4 to 5 mentees. Mentee applications are accepted on a rolling enrollment basis. The I3 mentees represent a diverse group based on sex, ethnicity, terminal degree, academic track, and discipline. Mentors and mentees have annual reviews through the program. RESULTS/ANTICIPATED RESULTS: In five years, 110 mentees have enrolled in the I3 program. Upon entering, 53% had no external funding, 28% had internal funding, 12% had K-awards, 7% had R03/R21 awards. Over the first five years, 75% have received extramural funding. The median funding was $340,000 with nearly a third of mentees securing grants > 1 million in direct costs. For mentees who joined the program in its first three years (n=59), the average time to a notable extramural grant (defined as a NIH or foundation grant >$300K direct costs) was 2.2 years (median - 2.6 years). Nearly all mentees were satisfied with their mentor pairing based on the mentor’s ‘availability’ and ‘valuable feedback,’ and all mentees wanted the mentoring relationship to continue DISCUSSION/SIGNIFICANCE OF FINDINGS: Since 2014, the I3 Program has had a positive impact on the careers of junior faculty at IUSM as determined by faculty satisfaction and funding metrics. Future focus areas will include developing criteria/models for graduating from the program to balance fiscal sustainability with mentee needs during their transition to mid-career.

Style APA, Harvard, Vancouver, ISO itp.

13

Våde, Lotta, Ivar Hompland i Lena Fauske. "Exploring Mentorship as a Novel Approach to Improving Quality of Life in Sarcoma Survivors: A Qualitative Pilot Study". Sarcoma 2021 (10.08.2021): 1–10. http://dx.doi.org/10.1155/2021/2042785.

Pełny tekst źródła

Streszczenie:

Backgrounds. To investigate whether a formal mentoring program involving mentors from the business community could improve the quality of life (QoL) of sarcoma survivors struggling with the late effects of treatment. Methods. Seven former sarcoma patients participated in an eight-month formal mentoring program. The program was assessed through a qualitative study involving a phenomenological approach that utilized a hermeneutical design. In-depth, semistructured interviews were conducted with the mentees after the intervention and six months later. The mentors were interviewed after the program was over. The gathered data were interpreted using a thematic analysis. Results. The program facilitated dialogue between the mentors and mentees as well as between the mentees. Afterwards, the mentees were more willing to accept the challenges they faced following cancer treatment. During the program, the mentees were pushed out of their comfort zone, which led to mastery and personal growth in them all. However, the program also revealed some additional challenges, including unfulfilled expectations in two mentor-mentee relationships. Conclusions. The mentoring program facilitated the mentees’ reorientation and enhanced their QoL. Its eight-month duration appeared important in terms of allowing the mentees to go through a long-lasting process with continued support. The program could serve as the basis for larger studies involving other cancer survivors.

Style APA, Harvard, Vancouver, ISO itp.

14

Christensen, Tina Wilchen. "WHEN GOOD INTENTIONS ARE NOT ENOUGH – A SUCCESSFUL MENTOR-MENTEE RELATION REQUIRES A DELIBERATED PRACTICE". Psyke & Logos 36, nr 1 (22.12.2015): 24. http://dx.doi.org/10.7146/pl.v36i1.22834.

Pełny tekst źródła

Streszczenie:

Inspired by a neo-Vygotskian approach, this article discusses the use of a mentoring scheme at EXIT, a Swedish organization supporting neo-Nazis’ disengagement from the extremist right. EXIT links mentees – individuals in the process of leaving the extremeright – to mentors – employees who are former neo-Nazis. The article illuminates why good intentions and a shared past between mentor and mentee are not enough for a development-oriented relation to occur; supporting mentees struggling with the outcomes of their involvement in the extremist right requires a deliberate practice. The main argument of the article is that for mentors to contribute to mentees’ development and reintegration into democratic society, they need to have contextualized and reinterpreted their own narrative of (dis)engagement and to combine it with a deliberate practice when interacting with mentees.

Style APA, Harvard, Vancouver, ISO itp.

15

Avissar, Patricia, Maria Alcaide, Alessia Fornoni, Robert Levy i Rosalina Das. "503 Implementing a formal research mentoring training program at the Miami Clinical and Translational Science Institute: early findings and outcomes". Journal of Clinical and Translational Science 6, s1 (kwiecień 2022): 101. http://dx.doi.org/10.1017/cts.2022.297.

Pełny tekst źródła

Streszczenie:

OBJECTIVES/GOALS: The goal of this study is to describe the implementation of a formal research mentoring training program at Miami CTSI in collaboration with University of Colorado CTSI, to build effective mentor-mentee relationships that help build successful research careers for junior faculty. METHODS/STUDY POPULATION: The Miami CTSI Research Mentoring Training is a three-part series for early stage faculty and their mentors to strengthen mentoring skills and build successful relationships. The curriculum uses evidence-based strategies and is modeled after University of Colorado CTSIs CO-Mentor Training Program. The pilot training was conducted as a train-the-trainer program with subsequent workshops led by Miami CTSI faculty. The program has mentee-only, mentor-only, and joint sessions covering topics such as networking skills, managing financial aspects of an academic career, and career mapping. To assess program effectiveness, pre/post surveys were conducted and follow up surveys are planned. Data collected will assess participant diversity, research productivity, and mentoring relationship status. RESULTS/ANTICIPATED RESULTS: A total of 49 mentor-mentee teams from 18 departments participated in the training over two cohorts. An upcoming third cohort will be included in the analysis. Overall, 100% mentors and 86% mentees reported the overall value of the program as positive. Post-training, mentees reported an increase in confidence in creating career development plans and articulating career goals. Mentors reported an increase in confidence in providing guidance tailored to mentees needs. Mentees reported improvement in their knowledge of developing personal narratives and handling financial aspects of research; both mentors and mentees reported improvement in insights into achieving work-life balance. Follow up survey results will provide insight into the evolution of the mentoring relationships. DISCUSSION/SIGNIFICANCE: Miami CTSIs mentoring training demonstrated successful participation and positive feedback from mentors and mentees and is poised to become a critical component of the Miami CTSIs research career development pipeline.

Style APA, Harvard, Vancouver, ISO itp.

16

Williamson, Supriya, Edith Lawrence, Michael D. Lyons i Nancy L. Deutsch. "What Mentees Bring: Relationship Characteristics Pre-Mentoring and Mentoring Relationship Satisfaction". Journal of Early Adolescence 40, nr 7 (5.12.2019): 996–1022. http://dx.doi.org/10.1177/0272431619891251.

Pełny tekst źródła

Streszczenie:

A critical mechanism through which mentors are thought to influence developmental outcomes is the mentee-mentor relationship. Attachment theories suggest that a mentee’s perceptions of other relationships in her life may impact the quality of the mentor-mentee relationship. This study tests this hypothesis. Data were drawn from a sample of 205 early adolescent girls who received a college-aged mentor through the Young Women Leaders Program for one academic year. In this exploratory study, we examine the association between mentees’ relationship characteristics (i.e., perceptions of, feelings about maternal and peer relationships) and mentoring relationship satisfaction. Results of multiple linear regressions revealed that less maternal quality communication and trust was associated with lower quality mentoring relationships (β = .258, p < .05). Higher levels of maternal alienation were associated with higher quality mentoring relationships (β = .241, p < .05). Results can inform mentor training to support strong mentoring relationships with girls experiencing a variety of attachment-related challenges with their mothers.

Style APA, Harvard, Vancouver, ISO itp.

17

Harris, Brigitte, Kwan Fan Cheng i Charlotte Gorley. "Benefits and Barriers". Journal of Workplace Learning 27, nr 3 (13.04.2015): 193–206. http://dx.doi.org/10.1108/jwl-07-2014-0053.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

18

Williams, Aled, Ceri J. Phillips i Alison Rushton. "Exploration of mentor and mentee perspectives of a mentored clinical practice programme to improve patient outcomes in musculoskeletal physiotherapy". PLOS ONE 17, nr 8 (26.08.2022): e0272728. http://dx.doi.org/10.1371/journal.pone.0272728.

Pełny tekst źródła

Streszczenie:

Background A recent randomised controlled trial has demonstrated the impact on practice of an educational programme for clinicians. Mentored clinical practice in musculoskeletal physiotherapy resulted in clinically significant improvements in both physiotherapist performance and patient outcomes. The objectives of this study were to explore mentor and mentee perceptions of a mentored clinical practice programme, in order to identify key factors in the process to improve patient outcomes. Methods Employing a case study design of a mentoring programme that led to improved patient outcomes, mentored clinical practice was explored from multiple perspectives using a grounded theory strategy of enquiry to derive a theory of mentored clinical practice grounded in the views of the participants. Semi-structured interviews with a purposive sample of mentors and mentees were employed along with qualitative observations of mentored clinical practice. Data analysis and collection were concurrent, with analysis an iterative process deriving inductive analytical categories from the data through constant comparison. Findings Highly informative themes of how the complex interaction between mentor, mentee, patient and environment worked successfully were identified from the data. The mentors’ knowledge, additional perspectives, critical analysis and facilitatory style were enabling factors, as were mentees’ motivation, openness to criticism and commitment to reflect on practice. Themes around potential threats to the mentees’ development were also identified. Overloading or contradictory feedback and lack of relationship with mentees were barriers that mentors could bring; fear, defensiveness, routine working, people-pleasing and lack of experience were potential mentee barriers. A model emerges from the data demonstrating how these themes interact, providing guidance to mentors and mentees to optimise the effectiveness of mentored clinical practice. Conclusion This study provides a sound basis for future mentored clinical practice, producing a model from key themes from a case study where impact on clinician performance and patient outcomes are established.

Style APA, Harvard, Vancouver, ISO itp.

19

Veggeberg, Kristen Vogt. "Creating Reasonable Expectations for Mentors and Mentees". Women in Higher Education 30, nr 8 (29.07.2021): 1–3. http://dx.doi.org/10.1002/whe.21018.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

20

Lundberg, Gina, Annabelle Santos Volgman i Toniya Singh. "Mentors’ Perspectives on Our Commitments to Mentees". JACC: Case Reports 3, nr 9 (sierpień 2021): 1247–48. http://dx.doi.org/10.1016/j.jaccas.2021.05.006.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

21

Kern, Lee, Judith R. Harrison, Beth E. Custer i Paras D. Mehta. "Factors That Enhance the Quality of Relationships Between Mentors and Mentees During Check & Connect". Behavioral Disorders 44, nr 3 (28.06.2018): 148–61. http://dx.doi.org/10.1177/0198742918779791.

Pełny tekst źródła

Streszczenie:

School engagement is an important predictor of graduation. One strategy to enhance student engagement is mentoring. Check & Connect is a structured mentoring program that has resulted in favorable outcomes for many students, including those with emotional and behavioral disorders. Effectiveness, however, depends on the quality of the mentor–mentee relationship. Although research has examined factors that increase relationship effectiveness, findings have been inconsistent. We explored the perceptions and correspondence of 166 high school students (i.e., mentees) with social, emotional, and/or behavioral challenges and their mentors about the mentoring relationship and variables that contribute to relationship quality. Results indicated that mentors and mentees rated the relationship favorably and their ratings correlated moderately. Mentor and mentee variables examined (gender, ethnicity/race, age) were not significant predictors of relationship quality; however, specific topics discussed during mentoring sessions for mentors (family, friends) and mentees (school, future plans) were significantly related to their perceptions of relationship quality.

Style APA, Harvard, Vancouver, ISO itp.

22

Weinberg, Frankie J. "How and When Is Role Modeling Effective? The Influence of Mentee Professional Identity on Mentoring Dynamics and Personal Learning Outcomes". Group & Organization Management 44, nr 2 (kwiecień 2019): 425–77. http://dx.doi.org/10.1177/1059601119838689.

Pełny tekst źródła

Streszczenie:

In this conceptual document, I present a critical model of mentoring that suggests that mentee professional identity influences how role modeling occurs and, as a consequence, shapes mentoring learning outcomes. The model suggests that the role modeling function of mentoring might not always be beneficial and that the degree to which a mentee has a well-defined professional identity will affect when role modeling supports personal learning, specifically, the outcome of personal adaptability. Although reliance on traditional, exchange-based modeling and emulation are helpful as mentees work to establish their professional identities, it is expected to produce less favorable and potentially detrimental learning outcomes as mentees begin to develop more well-established self-identities. Accordingly, this article contributes to the extant discussion on mentoring to suggest that mentoring relationships characterized by mutuality produce a path that better suits the learning needs of those mentees whose professional identities are better defined. The model is delimited according to phases of the mentoring relationship and asserts that this proposed effect is likely to become salient in the cultivation phase. I derive from these assertions a series of testable propositions that set the stage for future research and outline steps that mentor models may consider to meet their mentees’ learning needs through authentic mentoring practices.

Style APA, Harvard, Vancouver, ISO itp.

23

Tummons, Jonathan, i Ewan Ingleby. "The Problematics of Mentoring, and the Professional Learning of Trainee Teachers in the English Further Education Sector". International Journal of Adult Vocational Education and Technology 3, nr 1 (styczeń 2012): 29–39. http://dx.doi.org/10.4018/javet.2012010103.

Pełny tekst źródła

Streszczenie:

This paper, drawing on research carried out as part of a qualitative case study, explores the effectiveness of the mentoring of trainee teachers within the further education sector. Drawing on data collected through questionnaires and semi-structured interviews from mentors and mentees in a network of further education colleges in the North of England and from documentary analysis of the forms and reports that are produced by the mentoring process, the paper explores three key problematic issues: firstly, the ways in which mentors and mentees define and understand their roles; secondly, the extent to which both mentors and mentees find worth or value within their professional relationship; and thirdly, the processes by which these invariably informal relationships are established. The paper concludes by suggesting that the complexities and vagaries of mentor-mentee relationships that are outlined both in this and other research raise further questions concerning what mentees learn as a consequence of the mentoring relationship.

Style APA, Harvard, Vancouver, ISO itp.

24

Durbin, Dennis R., Stephanie C. House, Emma A. Meagher i Jenna Griebel Rogers. "The role of mentors in addressing issues of work–life integration in an academic research environment". Journal of Clinical and Translational Science 3, nr 6 (15.10.2019): 302–7. http://dx.doi.org/10.1017/cts.2019.408.

Pełny tekst źródła

Streszczenie:

AbstractIntroduction:There is growing evidence for both the need to manage work–life conflict and the opportunity for mentors to advise their mentees on how to do this in an academic research environment.Methods:A multiphase approach was used to develop and implement an evidence-informed training module to help mentors guide their mentees in issues of work–life conflict. Analysis of existing data from a randomized controlled trial (RCT) of a mentor training curriculum (n = 283 mentor/mentee dyads) informed the development of a work–life mentoring module which was incorporated into an established research mentor training curriculum and evaluated by faculty at a single academic medical center.Results:Only 39% of mentors and 36% of mentees in the RCT indicated high satisfaction with the balance between their personal and professional lives. The majority (75%) of mentors and mentees were sharing personal information as part of the mentoring relationship which was significantly associated with mentees’ ratings of the balance between their personal and professional lives. The effectiveness of the work–life module was assessed by 60 faculty mentors participating in a mentor training program at an academic medical center from 2013 to 2017. Among the respondents to the post-training survey, 82.5% indicated they were very/somewhat comfortable addressing work–life issues with their mentees as a result of the training, with significant improvements (p = 0.001) in self-assessments of mentoring skill in this domain.Conclusions:Our findings indicate that a structured training approach can significantly improve mentors’ self-reported skills in addressing work–life issues with their mentees.

Style APA, Harvard, Vancouver, ISO itp.

25

Holt, Laura J., i James E. Fifer. "Peer Mentor Characteristics That Predict Supportive Relationships With First-Year Students: Implications for Peer Mentor Programming and First-Year Student Retention". Journal of College Student Retention: Research, Theory & Practice 20, nr 1 (22.05.2016): 67–91. http://dx.doi.org/10.1177/1521025116650685.

Pełny tekst źródła

Streszczenie:

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

Style APA, Harvard, Vancouver, ISO itp.

26

Ramli, Masnira, Mardhiyah Ismail, Suziana Aida Othman, Siti Farah Haryatie Mohd Kanafiah i Mohd Faiez Suhaimin. "E-PEER MENTORING EFFECTIVENESS: A CASE STUDY FOR MATHEMATICS COURSE AT UITM CAWANGAN KELANTAN". International Journal of Modern Education 4, nr 13 (1.06.2022): 01–10. http://dx.doi.org/10.35631/ijmoe.413001.

Pełny tekst źródła

Streszczenie:

The universities closures due to the COVID-19 pandemic led to the sudden shift from classrooms to virtual learning and most of the students are unable to be physically around in the campus. This situation has caused some significant problems in teaching and learning not only to the lecturers, but it also affects the students especially in learning mathematics. Hence, the E-Peer Mentoring Program is conducted via online platform as a proactive measure to facilitate the students in learning mathematics. The objectives of this research paper are: first, to determine the significant mean difference between E-Peer Mentoring Program effectiveness and gender, second, to determine the relationship between leadership skills, mentor-mentee relationships, and communication methods between mentor-mentees towards E-peer Mentoring Program effectiveness, and third, to determine the most important factors that contribute to the E-Peer Mentoring Program effectiveness. The questionnaires were distributed to 80 students involved in this program. The findings showed that the E-Peer Mentoring Program effectiveness among student’s gender is equal whereas the gender stereotype on how they viewed this program do not apply for these students. The findings also revealed that there were significant positive relationships between leadership skill, mentor-mentee relationships and communication methods between mentor-mentees towards the program effectiveness. From these three factors, only the mentor-mentee relationships and communication methods between mentor-mentees were perceived as the most important factors that contributed to the program effectiveness. This suggests that the good relationship between mentor and mentees and effective communication between them had proven to have positive impacts to the program effectiveness.

Style APA, Harvard, Vancouver, ISO itp.

27

Kersten, Paula, Christine Cummins, Nicola Kayes, Duncan Babbage, Hinemoa Elder, Allison Foster, Mark Weatherall, Richard John Siegert, Greta Smith i Kathryn McPherson. "Making sense of recovery after traumatic brain injury through a peer mentoring intervention: a qualitative exploration". BMJ Open 8, nr 10 (październik 2018): e020672. http://dx.doi.org/10.1136/bmjopen-2017-020672.

Pełny tekst źródła

Streszczenie:

ObjectiveTo explore the acceptability of peer mentoring for people with a traumatic brain injury (TBI) in New Zealand.DesignThis is a qualitative descriptive study exploring the experiences reported by mentees and mentors taking part in a feasibility study of peer mentoring. Interviews with five mentees and six mentors were carried out. Data were analysed using conventional content analysis.SettingThe first mentoring session took place predischarge from the rehabilitation unit. The remaining five sessions took place in mentees’ homes or community as preferred.ParticipantsTwelve people with TBI took part: six mentees (with moderate to severe TBI; aged 18–46) paired with six mentors (moderate to severe TBI >12 months previously; aged 21–59). Pairing occurred before mentee discharge from postacute inpatient brain injury rehabilitation. Mentors had been discharged from rehabilitation following a TBI between 1 and 5 years previously.InterventionThe peer mentoring programme consisted of up to six face-to-face sessions between a mentee and a mentor over a 6-month period. The sessions focused on building rapport, exploring hopes for and supporting participation after discharge through further meetings and supported community activities.ResultsData were synthesised into one overarching theme: making sense of recovery. This occurred through the sharing of experiences and stories; was pivotal to the mentoring relationship; and appeared to benefit both mentees and mentors. Mentors were perceived as valued experts because of their personal experience of injury and recovery, and could provide support in ways that were different from that provided by clinicians or family members. Mentors required support to manage the uncertainties inherent in the role.ConclusionsThe insight mentors developed through their own lived experience established them as a trusted and credible source of hope and support for people re-engaging in the community post-TBI. These findings indicate the potential for mentoring to result in positive outcomes.

Style APA, Harvard, Vancouver, ISO itp.

28

Estel, Christine M. "The Efforts of Both Mentors and Mentees Matter". Women in Higher Education 29, nr 11 (27.10.2020): 10–15. http://dx.doi.org/10.1002/whe.20915.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

29

Yang, Sen, Sarah T. Glass, John L. Clements, Leah G. Reznick i Ambar Faridi. "Outcomes of a Five-Year Formal Ophthalmology Residency Mentorship Program". Journal of Academic Ophthalmology 14, nr 02 (lipiec 2022): e178-e186. http://dx.doi.org/10.1055/s-0042-1756133.

Pełny tekst źródła

Streszczenie:

Abstract Objective This article describes a formal ophthalmology residency mentorship program, identifies its strengths and weaknesses over 5 years of implementation, and proposes strategies to improve qualitative outcomes of the mentorship program. Design Cross-sectional anonymous online survey. Subjects All current and former mentees and mentors at the Casey Eye Institute (CEI) residency program from 2016 to 2021. Methods All eligible participants were contacted via email to complete a survey to describe and analyze their experiences with the CEI's formal residency mentorship program. Results Of the 65 surveyed participants, 82% preferred in-person meetings and met up from 2 to 3 times (44%) to 4 to 6 times (38.5%) annually at 15 minutes to 1 hour (48%) or 1 to 2 hours (42%) duration. Sixty-two percent of meetings were initiated by mentors, 8% by mentees, and 32% shared responsibilities equally. Participants also identified the three most important qualities for successful mentor-mentee relationship as personality (33.6%), communication styles (29.2%), and extracurricular interests/hobbies (16.8%). Mentees valued career advising, networking, and wellness support over academic and research mentorship. Subjective outcomes showed 25% of the mentee and 43% of the mentors agreed the mentorship program was a valuable experience. Comparably, 14% of the mentees and 38% of the mentors prioritized the relationship. There was a strong correlation between participants who prioritized the relationship and acknowledged it as a valuable experience (p < 0.01). Eighteen percent of the mentees and 43% of the mentors found the relationship effective and met their expectations. Twenty-one percent of the mentees and 38% of the mentors believed they had the tools and skills necessary to be effective in their respective roles. Conclusion Our survey identified that weaknesses of the mentorship program include ineffective communications, inadequate preparation in their respective roles, and lack of priority focus on the relationship. We propose strategies to strengthen our program through creating workshops to clarify roles and responsibilities, emphasizing accountability with a contract statement, and implementing a new matching algorithm to customize participants' experience. Additional studies from other residencies with formal mentorship programs are warranted to identify, strategize, and foster high-quality mentorship.

Style APA, Harvard, Vancouver, ISO itp.

30

Cho, Mina, i Yoon-Seon Lee. "Voluntary peer-mentoring program for undergraduate medical students: exploring the experiences of mentors and mentees". Korean Journal of Medical Education 33, nr 3 (1.09.2021): 175–90. http://dx.doi.org/10.3946/kjme.2021.198.

Pełny tekst źródła

Streszczenie:

Purpose: We aimed to examine the participants’ satisfaction and evaluation of the program’s appropriateness, outcomes and benefits from participants’ perspectives and gather suggestions from students to improve peer mentor programs.Methods: From 2016 to 2018, 67 mentees and mentors participated in the peer mentoring program. All program participants were asked to participate in the survey, and the respondents were invited to focus group interview (FGI). Quantitative data was collected from the survey questionnaire. Qualitative data was gathered from the open-end questions in the survey and supplemented from additional semi-structured FGIs. The interview data were analyzed using qualitative content analysis.Results: Nineteen responded to the survey, and six participated in the further FGI. Qualitative data contained outcomes and mutual benefits, factors for mentoring success, negative experiences, and suggestions for improvement. Especially factors for mentoring success consisted of various methods of studying assistance, motivation, autonomy, responsibility, emotional support, and relational bonding as important topics concerning mentor-mentee experiences. The satisfaction scores about the program appropriateness, others’ attitudes, program implementation, ranged from 3.5 to 3.9 (5-point Likert scores) without significant difference between mentors and mentees. The only negative experience reported by a mentee was feeling the pressure. Specific guidelines on program implementation, pre-education for mentees, appropriate matching, and mentees’ clear purpose and spontaneity were suggested to improve the program.Conclusion: Participants were generally satisfied with the peer mentoring program, gaining academic and non-academic achievements, including emotional support and improved relationships. Furthermore, we expect that this program can be improved with participants’ suggestions in the future.

Style APA, Harvard, Vancouver, ISO itp.

31

Grant, Matthew A., Gordon A. Bloom i Jordan S. Lefebvre. "Lessons Learned: Coaches’ Perceptions of a Pilot E-Mentoring Programme". International Sport Coaching Journal 7, nr 1 (1.01.2020): 22–30. http://dx.doi.org/10.1123/iscj.2018-0058.

Pełny tekst źródła

Streszczenie:

The purpose of this study was to examine mentor and mentee perceptions of the viability of a pilot e-mentoring programme for U.S. lacrosse (USL) coaches. Twelve mentees and 12 mentors were paired into dyads, met at a national coaching convention, and were directed to continue their mentoring relationship for up to 6 months via an online platform. Semistructured postprogramme interviews were conducted with four mentors and six mentees at the conclusion of the mentoring relationships. Interviews were transcribed verbatim and analysed via thematic analysis. Results showed that mentors and mentees experienced many of the benefits, barriers, and advantages found in traditional mentoring and e-mentoring relationships. Of interest were three key findings in which trust and respect was quickly experienced by participants, equity within the relationship created collegiality, and technology barriers limited effective teaching methods. Based on the results, practical implications for e-mentoring programmes are presented.

Style APA, Harvard, Vancouver, ISO itp.

32

St-Jean, Etienne, Miruna Radu-Lefebvre i Cynthia Mathieu. "Can less be more? Mentoring functions, learning goal orientation, and novice entrepreneurs’ self-efficacy". International Journal of Entrepreneurial Behavior & Research 24, nr 1 (8.01.2018): 2–21. http://dx.doi.org/10.1108/ijebr-09-2016-0299.

Pełny tekst źródła

Streszczenie:

Purpose One of the main goals of entrepreneurial mentoring programs is to strengthen the mentees’ self-efficacy. However, the conditions in which entrepreneurial self-efficacy (ESE) is developed through mentoring are not yet fully explored. The purpose of this paper is to test the combined effects of mentee’s learning goal orientation (LGO) and perceived similarity with the mentor and demonstrates the role of these two variables in mentoring relationships. Design/methodology/approach The current study is based on a sample of 360 novice Canadian entrepreneurs who completed an online questionnaire. The authors used a cross-sectional analysis as research design. Findings Findings indicate that the development of ESE is optimal when mentees present low levels of LGO and perceive high similarities between their mentor and themselves. Mentees with high LGO decreased their level of ESE with more in-depth mentoring received. Research limitations/implications This study investigated a formal mentoring program with volunteer (unpaid) mentors. Generalization to informal mentoring relationships needs to be tested. Practical implications The study shows that, in order to effectively develop self-efficacy in a mentoring situation, LGO should be taken into account. Mentors can be trained to modify mentees’ LGO to increase their impact on this mindset and mentees’ ESE. Originality/value This is the first empirical study that demonstrates the effects of mentoring on ESE and reveals a triple moderating effect of LGO and perceived similarity in mentoring relationships.

Style APA, Harvard, Vancouver, ISO itp.

33

Sellers, Kathleen, Tasneem Amatullah i Joel R. Malin. "Learning to level up: personal narratives about mentoring for the professoriate during a crisis". International Journal of Mentoring and Coaching in Education 10, nr 2 (26.01.2021): 173–87. http://dx.doi.org/10.1108/ijmce-01-2021-0006.

Pełny tekst źródła

Streszczenie:

PurposeThe authors' purpose is to illuminate ways in which care within the mentor–mentee relationship influences the efficacy of mentoring for/in the professoriate, within and beyond the novel circumstances of the COVID-19 pandemic.Design/methodology/approachA narrative inquiry design drew on the authors' distinct positionalities and experiences of mentoring and being mentored by one another to provide a multi-layered analysis of mentor–mentee relationships. Utilizing care theory, we paid particular attention in our narratives and analysis to the affective dimensions of mentoring within the distinct context created by the COVID-19 pandemic.FindingsOur data analysis revealed three themes: (1) mentor humility was relevant to mentees' success, (2) relationship longevity mattered, and (3) caring mentoring relationships were affectively and empirically generative.Research limitations/implicationsNarrative inquiry, generally, is limited in its generalizability but can be a powerful tool to facilitate knowledge sharing. Our analysis suggests areas which merit further research and may have broader implications. Namely, during trying times the normalization of professor humility may enhance the quality and generativity of the mentoring relationships, especially when combined with networking support.Practical implicationsWe make seven recommendations to enhance the efficacy of professors as mentors and mentees in need of mentorship.Originality/valueMentors who practice care-for their mentees, as opposed to care-about, enhance the efficacy of the mentoring relationship.

Style APA, Harvard, Vancouver, ISO itp.

34

Kopera-Frye, Karen. "Mentoring Across Academia and Communities: A Holistic Approach Involving Needs of the Mentee". Innovation in Aging 4, Supplement_1 (1.12.2020): 865. http://dx.doi.org/10.1093/geroni/igaa057.3191.

Pełny tekst źródła

Streszczenie:

Abstract What is mentoring? Mentoring is defined as a professional relationship in which an experienced person assists another in developing specific skills and knowledge enhancing the mentee’s professional and personal growth. Mentoring benefits include: Knowledge transfer, creating a mentoring culture, and challenging the mentee to move beyond their comfort zone. Carmel and Paul (2015) describe self-selected mentoring as a process in which a mentee identifies a potential mentor based on similarities in interests and need. Findings indicated mentees experienced opportunities in career advancement, expanded thinking, scholarly confidence, facilitation of a collaborative culture, and understanding the importance of goal setting. Mentoring as a health promotion or intervention strategy has become widespread in communities. Two mentoring approaches will be discussed: a traditional format with students and faculty in academia, another utilizing an intergenerational approach with Latinx and Native American families. Recommendations will be discussed in terms of underlying core similarities across the venues.

Style APA, Harvard, Vancouver, ISO itp.

35

Gillespie, Suzanne M., Loralei L. Thornburg, Thomas V. Caprio i Annette Medina-Walpole. "Love Letters: An Anthology of Constructive Relationship Advice Shared Between Junior Mentees and Their Mentors". Journal of Graduate Medical Education 4, nr 3 (1.09.2012): 287–89. http://dx.doi.org/10.4300/jgme-d-11-00304.1.

Pełny tekst źródła

Streszczenie:

Abstract Mentorship is critical to the professional success of physicians, physicians-in-training, and junior faculty in academic practice. There are challenges to being a thoughtful and effective mentor and to being an engaged mentee. Many physicians and physicians-in-training cite difficulty finding professional time to dedicate to building their mentoring relationships, particularly given demanding clinical workloads and competing time commitments. Therefore, making the most out of the time in mentoring relationships is key to success. We present a collection of frustrations and good advice that have been passed between mentees and mentors on improving the mentor-mentee relationship. The information was compiled from actual interactions between mentors and mentees, and these “love letters” draw on complex associations, which like any “committed” relationship require constant reevaluation and discussion to bring them to their full potential.

Style APA, Harvard, Vancouver, ISO itp.

36

Thomas, Jeff, Jennifer Hicks i Deb Vannatter. "What teachers express as professional development needs of beginning teachers: Voices from the profession". Hoosier Science Teacher 42, nr 1 (17.02.2019): 1–12. http://dx.doi.org/10.14434/thst.v42i123848.

Pełny tekst źródła

Streszczenie:

In an effort to retain beginning teachers, the [Blind State] Science Technology Engineering and Mathematics (X-STEM) Resource Network coordinated a statewide effort to identify and cultivate 59 mentor and 90 mentee (beginning) teachers. Two summer professional development workshops (summer 2016 and summer 2017) buttressed the school year (2016-17) aimed to mentor beginning teachers in teaching science and mathematics. New teachers (mentees) video recorded lessons and mentors provided feedback through a secure online platform. The area of focus for recorded videos were determined by the mentee and represent areas for desired feedback for future practice. Voices of mentor teachers were captured about the specifics of the observations and are offered as the types of professional development experiences needed by new teachers. These findings are presented based on this successful model where 89 out of 90 mentees remained in the profession.

Style APA, Harvard, Vancouver, ISO itp.

37

Kuhn, Terry, i Gary Padak. "From the Co-Editors: On Mentors and Mentoring (Mentors Mentoring Mentees)". NACADA Journal 26, nr 2 (1.09.2006): 2–3. http://dx.doi.org/10.12930/0271-9517-26.2.2.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

38

Penman, J., i F. White. "Peer-Mentoring Program ‘Pop-Up’ Model for Regional Nursing Students". Journal of University Teaching and Learning Practice 3, nr 2 (1.04.2006): 65–78. http://dx.doi.org/10.53761/1.3.2.6.

Pełny tekst źródła

Streszczenie:

In late 2003, the regional campus of the University of South Australia initiated a peer-mentoring program aimed at assisting the smooth transition of new students to university life. In particular, the Nursing and Rural Health unit envisaged a program that would be effective and rewarding for both student mentees and mentors. This paper presents an analysis of the peer-mentoring program initiated. It begins by discussing the concept of mentoring and the advantages and disadvantages of peermentoring programs in educational institutions. It then introduces the program, describes how it was conceptualised, implemented and strengthened and how the program developed into a unique ‘pop-up’ model of mentoring that fitted the needs of mentees and mentors. The paper evaluates the experiences of mentees and mentors and concludes with some suggestions for improving the program, which others may learn from. Key words: nursing education, first year academic experience, nursing students’ transition to university, peer-mentoring, mentee-mentor relationship.

Style APA, Harvard, Vancouver, ISO itp.

39

Starr, Julie. "When mentoring relationships fail to thrive – mentoring, managing and the organizational agenda". Development and Learning in Organizations: An International Journal 29, nr 4 (1.06.2015): 19–21. http://dx.doi.org/10.1108/dlo-04-2015-0032.

Pełny tekst źródła

Streszczenie:

Purpose – A highly practical article that will help mentors, mentees or those responsible for mentoring schemes to reflect on the fine balance between acting as a mentor and becoming involved in some activities that might be seen as “managing” rather than “mentoring”. Although the latter situation is often seen as a pitfall and something to be avoided, the article outlines how all those involved can deal with the ambiguity and ensure the focus stays on the mentee. Design/methodology/approach – The article is written from the experience and perspective of a deeply experienced practitioner and author in the fields of mentoring and coaching in the organizational world. Findings – The article outlines how to maintain thriving relationships between mentors and mentees with the support of the line manager. Originality/value – This article provides practical advice on how to maintain thriving relationships between mentors and mentees with the support of the line manager, even when discussions stray into the territory normally associated with “managing” performance or development.

Style APA, Harvard, Vancouver, ISO itp.

40

Zilka, Gila Cohen. "Mentoring Approaches Preferred by Mentors in Their Work With Immigrant Youths". Review of European Studies 14, nr 1 (19.01.2022): 1. http://dx.doi.org/10.5539/res.v14n1p1.

Pełny tekst źródła

Streszczenie:

The aim of the present study was to examine the preferred approach used by mentors to work with immigrant youths, describe how they carry out their work and why they chose to work that way, and analyze what is their initial assumption in their work with immigrant youths. The approaches are personal growth, mentoring as situational learning, mentoring that focuses on problem-solving problem and mentoring as a research process. One hundred and fifty mentors participated in the study. Each of them worked regularly with five Israeli immigrant youths. The findings show that the mentors adapted the work process to their mentees, but chose an approach that best suited their personality and worldview. A mentor who preferred the “mentoring as personal growth” approach may find it difficult to work in the “mentoring as situational learning” approach. All mentors mentioned a sense of mission they had in working with immigrant youths. The mentors used concepts such as “awareness” and “mindfulness,” and spoke about the attention that allows the mentor and mentee a focused view of the present, of what is happening here and now, as a key to a meaningful process in each of the approaches. All the mentors mentioned the principle of communication as a central principle in their work and the importance of having a meaningful dialogue with the mentees. Another principle mentioned by all the mentors was that of building trust between them and their mentees. They developed the mentees' confidence in themselves and their abilities, in the sense that they were capable enough to act, perform, and succeed; and developed trust in the fact that the mentors did want what was best for the mentees, accepting the mentees with their strengths, impulses, and weaknesses.

Style APA, Harvard, Vancouver, ISO itp.

41

Connolly, Steve, Gareth Bates i James Shea. "“First meetings”: constructive first encounters between pre-service teachers and their mentors". International Journal of Mentoring and Coaching in Education 9, nr 4 (30.07.2020): 411–26. http://dx.doi.org/10.1108/ijmce-10-2019-0096.

Pełny tekst źródła

Streszczenie:

PurposeThe purpose of this paper is to report the findings from an action research project in which the researchers sought to develop a set of questions for use by mentors (experienced teachers) and mentees (pre-service teachers) on a course of initial teacher education (ITE) when they first met – the “initial encounter”.Design/methodology/approachThe researchers used an action research approach in order to address the lower retention rate of pre-service teachers from different backgrounds, such as Black and Minority ethnic (BAME) and the issues around mentoring which may exacerbate this problem. Discussions between the course team and participating mentors and mentees suggested that the initial encounter between mentor and mentee was significant, and an action research methodology would allow for developing questions that might structure such encounters.FindingsThe researchers found that a useful and effective set of questions could be developed and used by mentors and mentees. Additionally, this process gave researchers insights into the nature of the first encounters between mentors and mentees on an ITE course and how both groups see their roles. In several cycles of action research, the participants produced a number of iterations of such questions, which were refined across a two-year period.Research limitations/implicationsWhile it is too early to tell if the issues leading to the lower retention rate of pre-service teachers that prompted the project have been reduced in any significant way, the researchers suggest that thinking about these initial encounters can have an impact on the way mentors and mentees go on to build a relationship.Originality/valueThe authors found that there is very little research in the field of teacher education which looks at initial encounters between mentors and mentees, and thus make an original contribution to the mentoring literature.

Style APA, Harvard, Vancouver, ISO itp.

42

Gisbert-Trejo, Nuria, Eneka Albizu, Jon Landeta i Pilar Fernández-Ferrín. "Mentee characteristics in inter-organizational mentoring for managers: a hybrid Delphi survey". European Journal of Training and Development 44, nr 4/5 (3.02.2020): 369–89. http://dx.doi.org/10.1108/ejtd-02-2019-0022.

Pełny tekst źródła

Streszczenie:

Purpose Inter-organizational mentoring (IOM) is a human resource development tool that is used when the mentor and mentee belong to different organizations. As mentees are the focus of the IOM process, the success of this type of program is highly reliant on their characteristics. Therefore, the purpose of this paper was to derive the most desirable characteristics for mentees in IOM. Design/methodology/approach An intensive review of the literature on mentoring for managers and business professionals was carried out to identify mentee characteristics. These characteristics were then ranked for their importance to IOM using the Hybrid Delphi method (with 130 informants taking part in a Delphi survey and 19 expert IOM practitioners taking part in Focus Group and Nominal Group Technique sessions). An exploratory factor analysis identified the three main underlying factors behind the listed mentee characteristics. Findings In total, 17 relevant mentee characteristics were identified and ranked and then synthesized into three essential factors for the mentee. The results were discussed in the light of existing studies. Originality/value The mentee characteristics and factors identified in this study will be of great practical value to coordinators of IOM programs. Also, the review of the literature and the obtained results will help other researchers who wish to expand on this topic.

Style APA, Harvard, Vancouver, ISO itp.

43

Singh, Prakash, i Carmel Claire Mahomed. "Exploring The Collegial Relationship Between Mentors And Their Mentees". International Business & Economics Research Journal (IBER) 12, nr 12 (25.11.2013): 1547. http://dx.doi.org/10.19030/iber.v12i12.8249.

Pełny tekst źródła

Streszczenie:

Devolution of power to get things done with other people depends on the collegial relationships that are fostered in the organisation as its source of energy. Even the success of a mentoring programme to develop the human resource development needs of an organization, such as schools, hinges on the collegial relationship between the mentors and their mentees. Dialogue is an essential component of this reflective mentoring learning process. Dialogue empowers mentees, such as student teachers, to build their teaching skills with the invaluable input of their mentor teachers in schools. Participation in collegial teams can expand such novice teachers levels of expertise by providing a source of intellectual provocation and innovative ideas. The quantitative research method was used for the purpose of this study. The research design compared the perceptions of student teachers about the Postgraduate Cetificate in Education (PGCE) with those of their school mentors regarding the classroom practice and the performance of the students in terms of the latters WIL skills. The findings in this study indicate strongly that there is a significant correlation between the teachers perceptions of the PGCE and those of their student teachers. This study confirms that effective communication in mentoring strengthens the collegial relationship which, in turn, contributes to an enhanced performance and the professional development of the mentees. Additional research needs to be conducted to determine the type of emotional support training that mentors receive and the impact that training has had on the mentor and the mentoring relationship.

Style APA, Harvard, Vancouver, ISO itp.

44

Trawick, Cynthia, Thema Monroe-White, Michael Joseph, NyThea Campbell Tolbert, Jigsa Tola i John K. Haynes. "Investigating the Influence of Mentor–Mentee Race and Gender Pairs on Public Health Persistence". Pedagogy in Health Promotion 7, nr 1_suppl (grudzień 2021): 63S—70S. http://dx.doi.org/10.1177/23733799211049238.

Pełny tekst źródła

Streszczenie:

Background. Mentoring and immersive experiences through internships are important means of increasing underrepresented (UR) students’ persistence in public health. However, while the positive effects of mentoring are well established, studies on the effect of race/ethnicity and gender mentor matching on persistence have produced mixed results. Aims. This article investigates the impact of homogeneous and heterogeneous mentor–mentee pairs on UR intern persistence for Project Imhotep, a summer internship program at Morehouse College. Method. The authors employ multivariable logistic regression analyses to examine the relationship between mentor and mentee race/ethnicity and gender characteristics on undergraduate intern academic persistence and career attainment. Results. Mentor demographics and institution type are predictors associated with intern academic and career persistence; however, the predictive importance of model attributes varied by outcome. Mentees paired with UR mentors (female or male) were more likely to attend graduate school, and mentees mentored by female mentors (UR female or White female) were more likely to pursue a graduate degree in public health. Finally, mentees mentored by UR females had the highest likelihood of either pursuing a graduate degree in public health or a public health career. Discussion. This article advances our understanding of how mentor–mentee race/ethnicity and gender affects the recruitment and retention of undergraduate students from racially and ethnically UR populations into public health. Conclusions. The findings suggest that the degree of shared racial/ethnic and/or gender identity between a public health intern and mentor influenced the likelihood of the intern pursuing further education or a public health career.

Style APA, Harvard, Vancouver, ISO itp.

45

Afolabi, Adedeji Olushola, i Adedotun Akinola. "An Empirical Investigation of the Mentor-Mentee Relationship Among Female Architects and Female Architectural Students". International Journal of Emerging Technologies in Learning (iJET) 16, nr 13 (13.07.2021): 168. http://dx.doi.org/10.3991/ijet.v16i13.21971.

Pełny tekst źródła

Streszczenie:

Women are highly underrepresented in the construction industry. In line with the sustainable development goals (SDGs) of the United Nations of gender quality and reducing inequalities, there is a need to think of innovative and sustainable frameworks to increase women's quota in the construction trade, especially in architecture. The study investigated the mentor-mentee relationship between female Architects and female Architectural students. The study utilized a research survey approach using a questionnaire data instrument. Using a purposive sampling technique, 84 research participants, consisting of female Architects and female Architecture students, participated in this study. The data collected are presented using bar charts, mean scores, principal component analysis (PCA), and categorical regression (CAT-REG). The study identified characteristics associated with good Mentors and good Mentees in the design profession. Mentees identified the main features that make a good mentor as the ability to teach, listen attentively, and communicate effectively. On the other hand, Mentors identified the qualities of a good mentee who communicates, is focused and demonstrates intelligence. The study showed that the significant negative experiences in a mentor-mentee relationship include a clash of personalities between the mentors and mentees, stealing credit for work done by both parties, and unrealistic expectations. Furthermore, these negative experiences result from poor attitude, wrong emotions, and loss of motivation. In conclusion, the study showed that proper implementation of Women mentoring programs among design professionals could lead to potential outcomes such as improved productivity, empowerment of inexperienced personnel, attracting likely female students, retaining women professionals, higher salaries, higher job satisfaction, and an increase in role models/mentors.

Style APA, Harvard, Vancouver, ISO itp.

46

Buser, Julie M., John N. Cranmer, Veronica M. Dzomeku, Alice Ngoma-Hazemba, Tom Ngabirano, Ashura Bakari i Jody R. Lori. "The Call for Global Health Research Mentorship for Doctorally Prepared Nurses in Low- and Middle-Income Countries". American Journal of Tropical Medicine and Hygiene 104, nr 5 (5.05.2021): 1932–35. http://dx.doi.org/10.4269/ajtmh.20-1603.

Pełny tekst źródła

Streszczenie:

ABSTRACTLimited research about nursing mentorship in low- and middle-income countries (LMICs) is holding science back. This article describes the strengths and challenges associated with global health research mentorship for doctorally prepared nurses whose scholarship focuses on LMICs. Using reflexive narrative accounts from current and former nurse mentors and nurse mentees who participated in a NIH-funded global health doctoral research program, emerging themes revealed the perspectives of mentors and mentees, producing a global health mentoring model for nursing research mentorship relevant to LMICs. Identified themes, which applied across roles and primary affiliations, included 1) collaborative mentor–mentee relationships and 2) enthusiasm for global health nursing. Our global health nursing research mentor–mentee interaction systems conceptual model focuses on nursing science mentoring in LMICs incorporating interpersonal, institutional, and cultural factors. We describe successful components of global nurse researcher mentorship and summarize directions for future research in the field. Our model can be used to create more effective mentee-centered mentoring for nurses or health professionals conducting global research. To advance science, we encourage doctorally prepared nurses to support mentee-centered research mentorship experiences that are sensitive to the unique needs of interdisciplinary global health scholarship.

Style APA, Harvard, Vancouver, ISO itp.

47

Shanks, Rachel. "Mentoring beginning teachers: professional learning for mentees and mentors". International Journal of Mentoring and Coaching in Education 6, nr 3 (4.09.2017): 158–63. http://dx.doi.org/10.1108/ijmce-06-2017-0045.

Pełny tekst źródła

Streszczenie:

Purpose The purpose of this paper is to introduce this special issue focussing on the mentoring of beginning teachers which supports the professional learning of not only mentees but also mentors. The paper identifies the varied aims of beginning teacher mentoring programmes, some of the reasons for mentoring and an introduction to the six research papers published in the issue. Design/methodology/approach The papers in this issue examine different perspectives relating to the mentoring of student teachers and newly qualified teachers (NQTs). Different types of mentoring relationships are examined in various international contexts. The research, from Australia, the Republic of Ireland, Malta, Norway, Scotland, the USA and Wales, addresses the challenges that can occur in mentoring relationships, and enables us to better understand the professional learning that takes place in successful mentoring relationships. Findings The authors of the papers delineate how critical reflective practice, inquiry into professional practice, collaboration and professional learning for both mentees and mentors are key aims for many mentoring programmes. The six studies used different methods to investigate external and/or school-based mentoring programmes for student teachers and NQTs. Research limitations/implications A snapshot of current research into professional learning is provided with most studies being small qualitative ones. However, common themes can be identified across countries and contexts. The authors of each paper outline the implications for teacher education for their own contexts, as well as for international contexts. Originality/value Teacher education programmes employ mentoring pairs and triads in order to develop particular traits and reflective practices in teachers. Research shows how mentor programmes provide classroom experience and professional learning for student and NQTs as well as professional learning for teacher mentors. University tutors play a key role in supporting not only the mentees and mentors but also the mentoring relationship.

Style APA, Harvard, Vancouver, ISO itp.

48

Zerzan, Judy T., Rachel Hess, Ellen Schur, Russell S. Phillips i Nancy Rigotti. "Making the Most of Mentors: A Guide for Mentees". Academic Medicine 84, nr 1 (styczeń 2009): 140–44. http://dx.doi.org/10.1097/acm.0b013e3181906e8f.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

49

Orandi, B., S. Blackburn i P. Henke. "145. Surgical Mentors and Mentees Productivity from 1993-2006". Journal of Surgical Research 151, nr 2 (luty 2009): 240. http://dx.doi.org/10.1016/j.jss.2008.11.177.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

50

English, Leona M. "An Adult Learning Approach to Preparing Mentors and Mentees". Mentoring & Tutoring: Partnership in Learning 7, nr 3 (styczeń 1999): 195–202. http://dx.doi.org/10.1080/1361126990070302.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Artykuły w czasopismach na temat „Mentees”

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych