Gotowe bibliografie tematyczne / Mentoring benefits

Gotowa bibliografia na temat „Mentoring benefits”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 3 lutego 2022

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Artykuły w czasopismach na temat "Mentoring benefits"

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Wilson, James A., i Nancy S. Elman. "Organizational benefits of mentoring". Academy of Management Perspectives 4, nr 4 (kwiecień 1990): 88–94. http://dx.doi.org/10.5465/ame.1990.4277215.

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Schulz, Susan E. "The benefits of mentoring". New Directions for Adult and Continuing Education 1995, nr 66 (1995): 57–67. http://dx.doi.org/10.1002/ace.36719956607.

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Łużniak‑Piecha, Magdalena, Magdalena Kaczkowska‑Serafińska i Agnieszka Lenton. "Reverse Mentoring – Benefits to Organisation". Kwartalnik Ekonomistów i Menedżerów 40, nr 2 (1.04.2016): 101–15. http://dx.doi.org/10.5604/01.3001.0009.4504.

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Mentoring is a widely used and recognised development tool supporting the engagement and retention of intellectual potential of organisations. Reverse mentoring is also becoming more widely practised by high performing organisations, and is the subject of this paper. The article discusses the types of mentoring, and differences between the classic and reverse mentoring. In the second part of the analysis a case study is presented describing practical implementation of reverse mentoring in one of the most influential government agencies in London – the Greater London Authority (GLA). GLA is the strategic government of the capital of the UK.
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Burke, Ronald J., Carol A. McKeen i Catherine McKenna. "Benefits of Mentoring in Organizations". Journal of Managerial Psychology 9, nr 3 (czerwiec 1994): 23–32. http://dx.doi.org/10.1108/02683949410062556.

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David, Tom. "Teacher Mentoring—Benefits all Around". Kappa Delta Pi Record 36, nr 3 (kwiecień 2000): 134–36. http://dx.doi.org/10.1080/00228958.2000.10532039.

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Steven, A., J. Oxley i WG Fleming. "Mentoring for NHS doctors: perceived benefits across the personal–professional interface". Journal of the Royal Society of Medicine 101, nr 11 (1.11.2008): 552–57. http://dx.doi.org/10.1258/jrsm.2008.080153.

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Summary Objective To investigate NHS doctors' perceived benefits of being involved in mentoring schemes and to explore the overlaps and relationships between areas of benefit. Design Extended qualitative analysis of a multi-site interview study following an interpretivist approach. Setting Six NHS mentoring schemes across England. Main outcome measures Perceived benefits. Results While primary analysis resulted in lists of perceived benefits, the extended analysis revealed three overarching areas: professional practice, personal well-being and development. Benefits appear to go beyond a doctor's professional role to cross the personal–professional interface. Problem solving and change management seem to be key processes underpinning the raft of personal and professional benefits reported. A conceptual map was developed to depict these areas and relationships. In addition secondary analysis suggests that in benefitting one area mentoring may lead to consequential benefits in others. Conclusions Prior research into mentoring has mainly taken place in a single health care sector. This multi-site study suggests that the perceived benefits of involvement in mentoring may cross the personal/professional interface and may override organizational differences. Furthermore the map developed highlights the complex relationships which exist between the three areas of professional practice, personal wellbeing and personal and professional development. Given the consistency of findings across several studies it seems probable that organizations would be strengthened by doctors who feel more satisfied and confident in their professional roles as a result of participation in mentoring. Mentoring may have the potential to take us beyond individual limits to greater benefits and the conceptual map may offer a starting point for the development of outcome criteria and evaluation tools for mentoring schemes.
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Mills, Kristal. "Benefits and Characteristics of Mentoring Students and Young Professionals". Perspectives on Administration and Supervision 18, nr 2 (czerwiec 2008): 67–73. http://dx.doi.org/10.1044/aas18.2.67.

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

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Purpose – This study aims to describe the design of a provincial government ministry group mentoring program and examine mentees’ and mentors’ experiences in the program. Design/methodology/approach – A total of 151 mentees rated their satisfaction in a post-program survey. The survey was followed by in-depth, semi-structured interviews with 10 mentees and 11 mentors. Findings – In all, 87 per cent of mentees rated their learning as effective. Benefits to mentees were relevance of the learning, and senior leader/mentors use of current issues, events and personal stories. Delivery through a combination of Web conferencing and collaboration technologies was most effective. Mentors learned from mentees and other mentors. Regular and full mentee participation was an identified issue. In addition, not all mentoring teams worked well together. Research limitations/implications – The selection criteria favored participants who had a positive experience. Including more participants who were disengaged or less active may have revealed what inhibited full engagement. Complex underlying systemic and cultural issues negatively affected mentee participation and mentoring team effectiveness. It is unclear whether this was caused by intrinsic or extrinsic barriers. Further study could shed light on how to address participation issues. Practical implications – Selection criteria favored highly active participants who had a positive experience. Including more disengaged or less active participants may have revealed barriers to full engagement. Social implications – Despite a context of extreme organizational churn, this program delivered cost-effective and engaging learning to a large number of employees. Recommendations are made to further strengthen the program. Originality/value – This contextually grounded case study will be useful to those who plan to implement a group mentoring program.
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Ozgen, Muhsine Itir, Tojo Thatchenkery i James William Rowell. "Exploring the Determinants of Becoming a Mentor in Turkish Organizations". Journal of Applied Behavioral Science 55, nr 1 (26.09.2018): 115–34. http://dx.doi.org/10.1177/0021886318801278.

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The success of organizational mentoring programs is dependent on employees becoming mentors themselves. This research explores the determinants of individuals’ willingness to mentor. It was conducted in 2016, with 175 respondents from six subsidiaries of two Turkish conglomerates. The quantitative study aimed to analyze the relationship between—personal dispositions (Self-Efficacy and Appreciative Intelligence®), organization’s situational factors, previous mentoring experiences, expected costs and benefits from mentoring—and willingness to mentor. The results indicated that individuals scoring highly on dispositional variables and expected benefits from mentoring showed a higher propensity to mentor. While practitioners may identify candidates with higher scores on Appreciative Intelligence®, and Expected Benefits Scales, they also need to enable the expected benefıts to be achieved in the organization. This study contributes to the academic literature on understanding mentoring intentions and provides practitioners with actionable recommendations for the recruitment of mentors who in turn may contribute to positive organization change.
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Kang, Haiying, Jie Shen i Quan Jin. "Individual Differences in Expatriate Mentoring Benefits". Academy of Management Proceedings 2020, nr 1 (sierpień 2020): 13329. http://dx.doi.org/10.5465/ambpp.2020.13329abstract.

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Rozprawy doktorskie na temat "Mentoring benefits"

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Fowler, Jane, i 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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Johnson, Hattie L. "Facilitators, barriers, benefits and limitations of a nurse mentoring relationship". Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40165.

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This qualitative study explores the facilitators, barriers, benefits, and limitations of the mentoring relationship between recently graduated nurse mentees and their mentors. These nurses participated in a seven-week New Nurse Internship Mentoring Program in an urban hospital. The study sample consisted of twenty inexperienced and nineteen experienced registered nurses who represented diverse racial, cultural, and clinical nursing specialties. Focus group and open-ended personal interviews were used to gather data. Findings were reported by open coding, domain and thematic analyses. Major findings of the study were related to four research questions accompanied by important information regarding the mentoring experience in general. Four research questions which guided the study included: (1) What are the facilitators of the mentoring relationship? (2) What are the barriers to the mentoring relationship? (3) What are the benefits of the mentoring relationship? and (4) What are the limitations of the mentoring relationship? Findings suggested the relationships were viewed as good to excellent. The transition from student nurse to graduate nurse was seen as both difficult and smooth. Mentoring was defined in relation to mentor characteristics. positive mentor traits were identified as patient, supportive and knowledgeable. Facilitators to mentoring were identified as factors which were helpful including mentor and mentee personality characteristics and institutional factors. Barriers to mentoring were identified based on debilitating factors, personality conflicts, scheduling conflicts, mentor dislike for the job and mentor lack of knowledge. Means to overcoming barriers included matching team schedules I rewarding the mentor and increasing mentor training. Benefits were defined as advantages to the mentor, mentee, institution and profession. Respondents were reluctant to identify limitations. Findings verified that a nurse mentoring relationship is an important factor in assisting the transition of graduates into the nursing profession. Findings offer implications for nursing education and professionals responsible for providing a work environment supportive to developing clinically competent nurses.
Ph. D.
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Omeechevarria, Melissa. "Graduate Students’ Perspectives of the Benefits and Barriers to Mentoring Preservice Teachers". UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/865.

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Mentoring is an effective tool for the professional development of novice teachers (Eby & Lockwood 2005; Kram, 1985; Stanulis & Ames, 2009). Mentors to preservice teachers have conveyed that they receive benefits and face barriers when mentoring (Ambrosetti, 2014; Burk & Eby, 2010; Hobson, Ashby, Malderez, & Tomlinson, 2009; Iancu-Haddad & Oplatka, 2009). Graduate students who serve as mentors to undergraduates have also reported advantages and drawbacks to being a mentor (Conway, Eros, Pellegrino, Kras, Gale, & Campbell, 2009; Reddick, Griffin, & Cherwitz, 2011). This study examined the perceived benefits and barriers for graduate students serving as mentors to undergraduate, preservice teachers. It also considered the affect that graduate school had on a teacher’s decision to engage in a mentoring relationship. The participants were all PK-12 teachers who were also graduate students in the College of Education and Human Services (COEHS) at the University of North Florida (UNF). The data for this qualitative case study was collected through semi-structured interviews. Findings yielded three themes (helps me, helps others, helps profession) which summarized the perceived benefits and barriers for graduate students mentoring preservice teachers. The results were connected to the Social Exchange Theory and it was determined that some graduate students will weigh rewards and costs before deciding to mentor, while others will lean more towards rewards or costs regardless. This study may have implications for undergraduate and graduate curriculum, mentor matching, and for mentor training.
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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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Moore, Kristina L. "Teacher perceptions of the benefits of adult mentors working with students in a school setting". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999moorek.pdf.

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Hope, Larry L. "The effects of a formal mentoring program on teacher retention and benefits to protégés and mentors". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60847.pdf.

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Garcia, Ricardo S. "The benefits and risks that mentors experience from participating in mentoring relationships in the federal sector". Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/861383.

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This study determined the benefits and risks mentors experience from participating in mentoring relationships.The first research question concluded that mentors experience many benefits from participating in a mentor/protege relationship. These benefits include being part of the protege's successes, mentor recognition, meeting organizational goals, interaction with protege, networking,assessment of the protege's talent, accelerated orientation process, and providing job continuity.Mentors indicated their prestige within the organization increased mainly amongst their superordinates (30%) and least amongst their peers (50%) as a result of participating in a mentor/protege relationship. Additionally, mentors indicated that there were significant gains in influencing the actions (85%), thinking (80%), productivity (60%), and work quality(50%) of proteges. These gains were cited by mentors as both direct benefits to themselves and indirect benefits to the organization in getting the mission accomplished, developing potentialleaders, and influencing others to strive for excellence.Seventy percent (70%) of the mentors did not feel a sense of favors owed to them by their proteges as a result of participating in a mentor/protege relationship. They indicated this was not the intent of a mentor/protege relationship. If suspected, they would address the issue andpossibly terminate the relationship if necessary.Mentors did not experience significant gains in power (75%) or respect (45%) for spotting talent and engineering the protege's advancement for the good of the organization.The second research question concluded that mentors experienced many risks from participating in a mentor/protege relationship. These risks included: wasting limited resources, destroying friendships, harm to the organization and mentor reputation if the protege is promoted into a leadership position and fails, and the perception of favoritism amongst subordinates.Mentors indicated they experienced losses in prestige from amongst superordinates (10%) and subordinates (10%) as well as loss a steady loss in influencing the actions and thinking of the protege as the relationship progressed.Mentors indicated there was a loss in the protege's work quality (60%) and work productivity (25%) during the mentor/protege relationship.Fifteen percent of the mentors experienced a sense of favors owed to them by their proteges. However this sense of favors owed decreased towards the end of the relationship.
Department of Educational Leadership
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Saffle, Elisa. "A qualitative study investigating administrator perceptions on the need, benefits, challenges, and areas for principal mentoring". Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123592.

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Structured mentoring programs for new principals are designed to support and enhance their professional abilities. Providing mentoring support for new principals has benefits that extend beyond the novice principal to the mentor, school, and school district. Although the benefits of principal mentoring are established, mentoring of new principals is not a common practice in many school districts. The purpose of this study was to investigate the perceptions of principals and district administrators regarding the benefits and challenges of principal mentoring, as well as perceptions surrounding implementation. This qualitative phenomenological research was structured to describe views on principal mentoring and determine areas of focus for mentoring. This study examined views of principals and district administrators in a semi-rural area of Idaho, a state without mandated or funded principal mentoring.

The data from the participants in this study produced three areas that should be part of a formalized mentoring process: personal (organization, time management, emotional support, managing stress, and professional ethics), instructional leadership (district-specific learning and curricular requirements, teacher support and evaluation, using data to make decisions, and staff development), and management (district financial and policy processes, student behavioral issues, difficult relationships and stakeholders, and legal compliance). The three areas are foundational for a program and need balance to help support student learning. Mentoring can ensure the necessary balance.

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Wheeler, Cherri S. "Measuring the impact of a mentoring relationship program between first class cadets and cadet candidates to increase the participants' appreciation of the benefits of mentoring relationships". Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.

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Lentz, Elizabeth. "The link between the career plateau and mentoring addressing the empirical gap /". [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000307.

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Książki na temat "Mentoring benefits"

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Mulkeen, Ann. Reaping the benefits of formal mentoring programs, while guarding against its potential dangers. Dublin: University College Dublin, 1997.

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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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Office, General Accounting. Contract management: Benefits of simplified acquisition test procedures not clearly demonstrated : report to Congressional committees. Washington, D.C: The Office, 2001.

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Office, General Accounting. Contract management: Benefits of the DOD mentor-protégé program are not conclusive : report to congressional requesters. Washington, D.C. (P.O. Box 37050, Washington 20013): U.S. General Accounting Office, 2001.

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Office, General Accounting. Contract management: No reliable data to measure benefits of the simplified acquisition test program : report to congressional committees. Washington, D.C: U.S. General Accounting Office, 2003.

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Mentoring: Practices, Potential Challenges and Benefits. Nova Science Publishers, Incorporated, 2013.

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Murphy, Shaun David. The benefits of mentoring from the mentor's perspective. 1995.

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Murphy, Shaun David. The benefits of mentoring from the mentor's perspective. 1995.

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Johnson, Hattie Lowe. FACILITATORS, BARRIERS, BENEFITS, AND LIMITATIONS OF A NURSE MENTORING RELATIONSHIP (NURSING EDUCATION). 1993.

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Dawson, Bryan L., Kecia M. Thomas i Matthew J. Goren. Career Development. Redaktor Quinetta M. Roberson. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199736355.013.0017.

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The benefits of career development may accrue throughout one’s work life, from early career and vocational choice through to retirement. Yet are those benefits, and even career development itself, equally available to workers across various dimensions of demographic diversity—especially as we consider the informal and insidious nature of many career development options? This chapter explores the intersection of career development and workplace diversity. Specifically, we look at this intersection by asking (1) How can career development be an opportunity to promote diversity in organizations? and (2) How do career development disparities have a negative impact on the careers of marginalized workers and subsequently their employers? Special attention is paid to the subtle biases, ambient cues, and distancing behavior that may derail career development strategies, such as mentoring and networks for marginalized groups. We examine science, technology, engineering, and math (STEM) careers as an important and timely career path and case study in which to consider these issues.
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Części książek na temat "Mentoring benefits"

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Lockwood, Angie L., Sarah Carr Evans i Lillian T. Eby. "Reflections on the Benefits of Mentoring". W The Blackwell Handbook of Mentoring, 233–36. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470691960.ch14.

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Blinn-Pike, Lynn. "The Benefits Associated with Youth Mentoring Relationships". W The Blackwell Handbook of Mentoring, 163–87. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470691960.ch11.

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Ramaswami, Aarti, i George F. Dreher. "The Benefits Associated with Workplace Mentoring Relationships". W The Blackwell Handbook of Mentoring, 211–31. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470691960.ch13.

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Tong, Chloé, i Kathy E. Kram. "The Efficacy of Mentoring - the Benefits for Mentees, Mentors, and Organizations". W The Wiley-Blackwell Handbook of the Psychology of Coaching and Mentoring, 217–42. Oxford, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118326459.ch12.

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Wood, Donna, Chang Sung Jang, Syeda Hassan i Doo Hun Lim. "Blended Mentoring". W Handbook of Research on Virtual Training and Mentoring of Online Instructors, 56–75. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6322-8.ch004.

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This study is an integrative literature review to analyze the different approaches of mentoring methods and propose a good model of blended mentoring that can be used in various educational settings. The main foci of this study have been the different forms of mentoring used in educational settings, strengths and limitations of the different forms of mentoring, definition of blended mentoring, different approaches of blended mentoring, and benefits and limitations of blended mentoring. Based on the literature review, this study proposes a model of blended mentoring. Also, this study provides in-depth discussions about the research and practice implications for using blended mentoring in educational settings. The authors expect that school administrators, faculty, and instructors will find this chapter useful as they strive to identify more efficient and effective ways of mentoring.
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Starr-Glass, David. "E-Mentoring". W Handbook of Research on Education and Technology in a Changing Society, 935–52. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch070.

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Mentoring involves the creation of a relational bond between a more and a less experienced person in order to advance the learning, socialization, and aspirations of the less experienced partner. Traditionally, mentoring has been conducted through face-to-face meetings, which promote optimal social connectedness, interpersonal attachment, and growing trust and confidence. The limited availability of local mentors, a desire for better mentor-mentee matching, and a concern for flexibility and inclusion have all resulted in attempts to distance the mentoring process. Electronic mentoring (e-mentoring), which uses computer-mediated communication technologies to link the partners, has provided logistical and pragmatic benefits. However, mentoring relies on strong relational bonds and social exchange dynamics, both of which are potentially weakened by social, psychological, and cognitive distance. This chapter explores the dynamics and process of mentoring and how these are altered in e-mentoring. Specifically, it examines transactional distance, distancing the locus of experience, and national culture differences between mentor and mentee. These impacts on e-mentoring are explored and recommendations for practice are presented, as are considerations for the future directions of e-mentoring in educational and organizational programs.
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"The Challenging Perceptions Programme and the Long-term Benefits of Mentoring". W Mentoring in Nursing and Healthcare, 145–63. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119180449.ch8.

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Brady, Bernadine, Pat Dolan i Caroline McGregor. "Young people’s perspectives on the benefits of mentoring". W Mentoring for Young People in Care and Leaving Care, 93–118. Routledge, 2019. http://dx.doi.org/10.4324/9781315147574-6.

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Johnson, W. Brad. "Mentorship in the Life and Work of the Private Practitioner". W Handbook of Private Practice, 222–32. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190272166.003.0019.

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Private practitioners need mentoring relationships to achieve success professionally and personally throughout their careers. This chapter describes the nature of mentorship and outlines its goals and its many potential benefits for mentor and mentee alike. The value of participating in mentoring relationships is illustrated, including the benefits of becoming a mentor to others. The role of mentoring relationships throughout one’s career (early, middle, and late) as a private practitioner is highlighted. Recommendations are made for getting the most out of mentoring relationships whether one is a mentor or mentee.
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Berger, Alyssa, Nicole R. Gustavsen i Penelope Wood. "Feminist Co-Mentoring as Advocacy". W Advances in Higher Education and Professional Development, 231–45. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3519-6.ch013.

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This chapter serves as a case study describing three science, technology, engineering, and mathematics librarians' processes, reflections, and growth through co-mentorship. The authors discuss the processes and limitations of traditional, hierarchical mentorship structures in academic libraries and outline their work moving beyond this model to create and maintain a feminist co-mentorship community. The peer mentorship model is intentionally non-hierarchical and works as a complementary support system alongside formal mentorship relationships. They outline the benefits of this model, which include the provision of support around the emotional labor inherent in working in higher education, balancing professional and personal growth, and navigating the academic landscape. This chapter lays the foundational work the authors undertook to develop their co-mentorship group and community of care and addresses the practical benefits of this work in each of their lives.
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Streszczenia konferencji na temat "Mentoring benefits"

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Dalrymple, Lori R., i Eldon D. Dalrymple. "The Benefits of Reciprocal Mentoring in the Oil and Gas Industry". W SPE Annual Technical Conference and Exhibition. Society of Petroleum Engineers, 2018. http://dx.doi.org/10.2118/191761-ms.

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Baranova, Sanita, i Dita Nimante. "Student Mentoring in the Master Programme “Pedagogy”: the case of University of Latvia". W Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9382.

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There is a developing interest in mentoring and tutoring in the higher education in Latvia. Mentoring is looked at as a retention strategy to support students to remain and continue studies and as a tool to prevent students’ drop out from the university. Since academic year 2016/2017 several programmes of tutoring and mentoring in basic studies (bachelor level studies)have been developed and financially supported at the University of Latvia, but so far mentoring has not been used for Master level students. The Master program “Pedagogy” includes a theoretical course “Methods of Mentoring at the Educational Institution”. Since academic year 2018/2019 new tasks were introduced for the second year Master students to become peer mentors for the first year students, thus, integrating their theoretical knowledge into the practice, making a closer connection to the 1st year students, by sharing their Master student experience. Data were collected (reflection, portfolios, focus group discussion) both from (14) the 1st year Master students and (14) 2nd year Master students at the end of the course and were analysed qualitatively to reveal the results of peer mentoring experience. The results suggest that both the mentors and the mentees benefited from their involvement in mentoring. The research presents some new benefits and challenges for the professional development of academic staff and student-centred learning in the Master level programme. Keywords: Peer mentoring, Student-centred learning, Reflection, Quality ensuring.
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Koutsoukos, Marios, i Athina Sipitanou. "APPLYING MENTORING IN ADULT EDUCATION: BENEFITS FOR MENTEES, MENTORS AND EDUCATIONAL ORGANIZATIONS". W 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1718.

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Cheng, Zhihui, Yi Han i Jingtao Fu. "What Career Benefits can Mentoring Truly Bring for Protégé? Evidence from Meta-Analysis". W 2017 International Conference on Management Science and Management Innovation (MSMI 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/msmi-17.2017.47.

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Ferreira, Ana C., i Celina P. Leão. "Factors That Can Influence Mentorship Relationships in Advanced Education: Critical Insight". W ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-64589.

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“Mentoring is a brain to pick, provide an ear to listen, and give a push in the right direction” John C. Crosby. Mentoring, by definition, is a relationship between a more experienced or more knowledgeable person and a less one. This relationship improves the personal and professional growth for the mentee. However, mentoring brings benefits for both individuals involved in such relationship. The mentoring process must be regarded not only from the mentee point of view, but also from the mentor perspective. In effect, both sides work together in order to achieve the best outcome considering the initial defined objectives. Mentoring is a growing phenomenon that has demonstrated positive results. This reality is due to the increase number of students applying for postgraduate training and search for guidance. To verify how this process on advanced studies is conducted, several semi-structured interviews were carried out under the postgraduate engineering programme of a Portuguese university. The focus of these interviews was the identification of the parameters that influence the mentoring process. Topics such educational background, age, previous experiences, gender and longevity of mentoring relationship were queried in this study. This paper aims to understand the perceptions of the mentorship relationship from a group of engineering students in advanced education and connect their point of views with some aspects of the mentoring literature.
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A. Connery, Lori. "A formal administrator mentoring program: Perceived learning benefits and insights into leadership well-being". W 3rd International Conference on Advanced Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.aretl.2020.12.112.

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Jinks, Gavin. "STUDENT MENTORING: AN EXPLORATION OF THE BENEFITS OF STUDENT MENTORS FOR YEAR 1 STUDENTS ON AN UNDERGRADUATE DEGREE PROGRAMME". W 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0638.

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Rabindran, Dinesh, i Tricia S. Berry. "Graduates Linked With Undergraduates in Engineering (GLUE): A Case Study". W ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-44005.

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This paper presents a case study from the Graduates Linked with Undergraduates in Engineering (GLUE) Program in the College of Engineering at The University of Texas at Austin. This student mentoring program, offered in the spring semester every year, pairs undergraduate students (mentees) with graduate researchers (mentors) to foster undergraduate research. The benefits from the GLUE program are two-fold. While the undergraduate mentees get a feel for research, the participating graduate students can enhance their research mentoring skills. In this article we present a GLUE case study in the area of Robotics. The mentee in this case was a sophomore in Mechanical Engineering and the mentor (the first author) was a senior doctoral student in Mechanical Engineering. The project involved the design and development of a Dual Input Single Output (DISO) epicyclic gear train to enhance the performance of a robot joint. The system was completely designed and tested using MSC.ADAMS. While describing the project, the paper will demonstrate the improvement in research skills of the mentee using three different sets of criteria from the literature.
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Milanovic, Ivana, i Tom Eppes. "Improving Student Readiness for Inquiry-Based Learning". W ASME/JSME/KSME 2015 Joint Fluids Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/ajkfluids2015-1648.

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We document the four-year long experience aimed at improving student readiness to engage in research. A key ingredient has been the development of a multidisciplinary modeling course that integrates four teaching and learning strategies. Preceded by two sets of scaffolded projects, the course culminates with an inquiry-based learning (IBL) assignment on a topic that is relevant and supported by mentoring. Benefits include the development of modeling skills marketable to external entities, presentations at the University colloquia and symposia, peer-reviewed conference or journal papers, and application software releases. This paper describes the course structure, its evolution over time to meet various challenges, and provides examples of student work.
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O'Donnell, Catherine, Brian Murphy, Sara Lynch i Barbara Hunter. "EVALUATING THE IMPACT OF FACE-TO-FACE PEER MENTORING AND ENSURING CONTINUED BENEFITS DURING THE DIGITAL PIVOT TO ONLINE DELIVERY METHODS DUE TO COVID-19". W 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0389.

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Raporty organizacyjne na temat "Mentoring benefits"

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Piper, II, i Ralph E. To Be or Not To Be"...Perceived Benefits of Mentoring In the United States Air Force". Fort Belvoir, VA: Defense Technical Information Center, czerwiec 2013. http://dx.doi.org/10.21236/ada580612.

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Gentry, William, i Richard Walsh. Mentoring First-Time Managers: Proven Strategies HR Leaders can Use. Center for Creative Leadership, 2015. http://dx.doi.org/10.35613/ccl.2015.2047.

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"When individual contributors or professionals are promoted into their first formal leadership position, many do not realize how tough that transition can be for them. We often hear that these leaders are not prepared, and lack the support and development to help make that transition successfully. When they are not supported, they suffer, and so too do their teams, the organization, and the HR leadership pipeline, which ultimately can negatively impact the organization’s bottom line. First-time managers are an important part of an organization’s talent and succession management. In turn, organizations may attempt to help first-time managers make the transition into leadership easier by implementing a formal mentoring program. This white paper supports this effort by: • Explaining the benefits a mentoring program can provide for first-time managers and their mentor. • Providing organizations a way to strengthen their own mentoring programs. • Offering HR leaders specific steps to follow and best practices applied in starting and maintaining a successful formal mentoring program specifically aimed at first-time managers. Formal mentoring programs are useful to support and develop first-time managers, an important leadership population that is vital for strengthening your leadership pipeline and succession management efforts. Armed with the knowledge from this white paper, we believe you will be able to gain a competitive advantage".
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Bakhtiar, M. Mehrab, Abu Sonchoy, Muhammad Meki i Simon Quinn. Virtual Migration through Online Freelancing: Evidence from Bangladesh. Digital Pathways at Oxford, sierpień 2021. http://dx.doi.org/10.35489/bsg-dp-wp_2021/03.

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Youth unemployment is a major issue in many developing countries, particularly in locations not well connected with large urban markets. A limited number of available job opportunities in urban centres may reduce the benefit of policies that encourage rural–urban migration. In this project, we investigated the feasibility of ‘virtual migration’, by training rural youth in Bangladesh to become online freelancers, enabling them to export their labour services to a global online marketplace. We did this by setting up a ‘freelancing incubator’, which provided the necessary workspace and infrastructure – specifically, high-speed internet connectivity and computers. Close mentoring was also provided to participants to assist in navigating the competitive online marketplace. We show the exciting potential of online work for improving the incomes of poor youth in developing countries. We also highlight the constraints to this type of work: financing constraints for the high training cost, access to the necessary work infrastructure, and soft skills requirements to succeed in the market. We also shed light on some promising possibilities for innovative financial contracts and for ‘freelancing incubators’ or ‘virtual exporting companies’ to assist students in their sourcing of work and skills development.
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Psychosocial benefits of a mentoring program for youth-headed households in Rwanda. Population Council, 2007. http://dx.doi.org/10.31899/hiv12.1039.

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