Rozprawy doktorskie: „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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Mensah, Richard K. "CONSTRUCTING A MEASURE TO ASSESS THE PERCEIVED BENEFITS OF FACULTY-TO-FACULTY MENTORING PROGRAMS: APPLYING A RASCH MEASUREMENT THEORY FOR CALIBRATION AND ITEM INVESTIGATION". UKnowledge, 2016. http://uknowledge.uky.edu/edsc_etds/11.

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The need to recruit quality professors into research-1 institutions continues to be a priority among American universities (Solem & Foote, 2004), but the ability to retain them is another story. The tenure process is quite demanding in such institutions where much emphasis is often placed on high quality research and publishing in reputable peer-reviewed journals (Boyer, 1992; DeFleur, 2007). Some scholars have identified faculty-to-faculty mentoring as one of many things institutions can promote to motivate beginning faculty to persist and complete the tenure process (Boice, 1991). On the other, others feel such activities are not necessary (Selby & Calhoun, 1998). Faculty-to-faculty mentoring could be beneficial, but institutions should have a tool to assess whether faculty members desire to receive mentoring. The literature review revealed that fields in social sciences lack well-developed quantitative data collection tool for such purposes. This study was, therefore, carried out to develop an instrument to fill that gap, especially in the era of data-driven decision making models. The new provides a foundation for other researchers to build on. The Rasch-Andrich Rating Scale model was applied in the item investigation and calibration. Response rate was 45.57% and the majority of respondents agreed that faculty-to-faculty mentoring is beneficial to faculty members who are on the tenure track.

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Moore, Thomas Owen. "Teacher Perceptions of the Benefits of Teacher Collaboration and An Analysis of Indicators of Potential Teacher Attrition". BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1811.

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Teacher collaboration is being implemented in many schools for a number of reasons with various claimed benefits. Collaboration is being heralded by many as a fix for many of the problems affecting teachers. This study shows that teachers believe that collaboration improves their ability to teach subject content, improves teaching methods, improves teacher's ability to manage students, and provides benefits to teachers in general. The majority of participants in this survey, whether currently participating in collaboration or not, indicated that they agree that collaboration provides these benefits. This study also examines four potential indicators of teacher attrition: administrative support, teacher salaries, excitement and enthusiasm toward teaching, and intent to stay in the teaching profession. The data showed that the effect of participation in collaboration has a slight positive effect on the indicators of potential attrition but not a statistically significant influence. Low teacher salaries remain a major area of frustration for the majority of teachers and should be further examined as a contributor to teacher attrition. Teacher attrition is a problem that must be addressed if a solution to the current and future teacher shortage is to be found. Further studies need to be conducted into this critical issue to determine the causes of this problem and find solutions.

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Greicar, Margo B. "The Professional Preparation of Academic Deans". Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1230669095.

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Pamuk, Sonmez. "Faculty technology mentoring how graduate student mentors benefit from technology mentoring relationship /". [Ames, Iowa : Iowa State University], 2008.

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Hottenstein, Kristi N. "A Qualitative Case Study on Human Subject Research Public Policy Implementation at One Council on Undergraduate Research Institution". University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1460468749.

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Lombard, Ferdinand Anthony. "Exploring the relationship between work and learning within small business development". Thesis, 2009. http://hdl.handle.net/11394/3328.

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Magister Educationis - MEd
Continuous learning has been identified as a key element for SMMEs to succeed in their drive to build productive capacity, to compete, to create jobs and to contribute to poverty alleviation in South Africa. Without the necessary business skills and insight, emerging entrepreneurs will not be able to run their business successfully. Therefore, emerging small business owners especially those in rural areas attend the general, basic, government-subsidized courses provided by non-profit organizations.To ensure that learning is being transferred to the workplace, the Western Cape Business Development Centre (WCBDC) applies the concept of mentoring as a follow-up programme. In layman’s term, a business mentor refers to someone who is experienced in business, trustworthy and professional, trained and up-to-date in their advice.The goal of the research was to evaluate the impact of the WCBDC’s mentoring program on the development of marketing skills of an established small business. I did a case study on one of the successful small businesses in Saldanha, The Marine and Industrial Coaters (MIC), whose owners have attended the Western Cape Business Development Center’s (WCBDC) entrepreneurial development program and then enrolled for its business mentoring programme.Since the mentoring programme commits a substantial amount of resources to mentoring and requires a lot of time from the WCBDC, it is of interest to see whether the expected goals of the mentoring programme – to enhance the entrepreneurs’ business skills and to lead entrepreneurs to business growth – are achieved. I have focused on the development of marketing skills and found that the entrepreneurs’ marketing knowledge and skills did developed as a result of the programme. More efforts need to continue to sustain the existing momentum. However, success in implementing the mentoring programme will depend on essential factors such as selfdirected learning, facilitative and multiple mentoring, application of both psychosocial and career mentoring functions, and shared accountability and responsibility of both mentee and mentor.

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Ritter, Kathleen W. "The benefits of a peer-based mentor/tutor program for undergraduate students in a four-year traditional baccalaureate in nursing program". 2008. http://proquest.umi.com/pqdweb?did=1490075671&sid=1&Fmt=2&clientId=42585&RQT=309&VName=PQD.

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Almeida, Inês da Silva. "Interest in participating in a mentoring program : by Wining Consulting Employees". Master's thesis, 2019. http://hdl.handle.net/10400.14/26920.

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The purpose of this thesis is to study the interest that Winning Consulting employees have in joining a mentoring program. To try to understand better the profile of the collaborators who are interested in participating as well as to realize if they are only willing to integrate the project if they are compensated. For this purpose, a set of interviews were conducted with Winning Consulting employees, followed by a questionnaire about the organizational climate, the mentoring program as well as some personal information considered pertinent to the analysis of this study. Through a statistical analysis it was noted that both male and younger employees such as employees with higher education, new employees at Winning Consulting and those with senior positions within the company are more interested in integrating the mentoring program comparatively with the other type of collaborator. In addition, it was found that Winning Consulting employees who are interested in participating in the program value in a mentor the following characteristics: availability, proactivity and career path. Furthermore, our analysis concluded that, in the short term in the case of Winning Consulting implement an eventual mentoring program, they don’t need to bear the costs of the program participation bonuses, however in the long term, this possibility should be studied if the program generates future benefits to the organization.
O objetivo desta tese é estudar o interesse que os colaboradores da Winning Consulting apresentam em aderir a um programa de mentoria. Para tentar perceber melhor qual o perfil dos colaboradores que estão interessados em participar assim como perceber se só estão dispostos a integrar o projeto caso sejam compensados. Para isto, foi realizado um conjunto de entrevistas aos colaboradores da empresa e de seguida um questionário sobre o clima organizacional, o programa de mentoria bem como algumas informações pessoais consideradas pertinentes para a análise deste estudo. Através de uma análise estatística foi notado que tanto os colaboradores do sexo masculino, como os colaboradores mais novos, como os colaboradores com grau de ensino mais elevado, como novos funcionários na Winning Consulting e como aqueles que possuem altos cargos dentro da empresa estão mais interessados em integrar o projeto comparativamente com o outro tipo de colaborador. Para além disto, foi descoberto que os colaboradores interessados em participar no programa valorizam num mentor as seguintes características: disponibilidade, proatividade e percurso profissional. Para além disso, esta análise conclui que, no curto prazo a empresa caso implemente um eventual programa de mentoria não necessita de suportar custos provenientes dos prémios de participação no programa, no entanto no longo prazo, deve ser estudado essa possibilidade caso o programa gere benefícios futuros para a organização.

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Kukačková, Kamila. "Ekonomické efekty zavedení mentoringu učitelů v České republice z pohledu veřejných financí". Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-431614.

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This diploma thesis deals with mentoring of teachers. The aim of the thesis is to identify and quantify the costs and benefits of public expenditures related to the institutional implementation of mentoring of teachers in the Czech Republic. Firstly, this paper summarizes the main findings of mentoring, experience with mentoring abroad, and the benefits and costs associated with mentoring. Furthermore, the thesis focuses on the development of mentoring in the Czech Republic and then offers possible solutions to the implementation of teachers mentoring in the future. Cost-Benefit analysis was used to assess the effectiveness of these public expenditures.

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Wang, Cindy, i 王筱蘋. "A Study on the Relationships among Mentors’ Benefits, Perceived Organization Support and Mentors’ Expectation toward Prot�縵�臃 and Prot�縵�臃’ Adaptive Performance: The Mediating Effect of Mentoring Functions". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/73161375153655202760.

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碩士
東吳大學
企業管理學系
97
Stories regarding mentoring relationship have flourished from ancient to modern and every walk of life. Nowadays, mentoring has become a secret weapon for developing talents in the business field; even it could be a strategic tool for successful career outcome personally. Previous studies mostly focus on prot�縵�臃, the primary beneficiaries, as when top enterprises are looking for the best mentoring program; however few studies have drawn attention to mentors’ perspective. Therefore, this research based on mentors as a whole. Then Pearson correlation and hierarchical regression were conducted in order to indicate the direction and relationship between independent variables (including mentors’ benefits, perceived organization support and mentors’ expectation toward prot�縵�臃) and independent variable (prot�縵�臃’ adaptive performance), and the mediating effect of mentoring functions are discussed, this mentor surveys give us insight about which mentoring functions would be more fit for prot�縵�臃’ adaptive performance. There’re 160 workplace mentors participated in our surveys, including formal and informal types. Results of this study showed that (1) relationships between improve job performance of mentors’ benefits and prot�縵�臃’ adaptive performance in learning new skills are mediated by the career function；(2) relationships between perceived organization support, mentors’ expectation toward prot�縵�臃 and prot�縵�臃’ adaptive performance in interpersonal relations respectively are mediated by the psychosocial function；(3) relationships between perceived organization support and prot�縵�臃’ adaptive performance in task area and in interpersonal relations are mediated by the role modeling function.

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Makhado, Avhasei Erson. "Effectiveness of mentorship programme of Mogale City Local Municipality for small, medium and micro enterprises". Diss., 2015. http://hdl.handle.net/10500/21041.

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The study was undertaken to investigate the effectiveness of the interventions made by the Mogale City Plato mentorship programme to promote growth and sustainability of SMMEs. Though there have been interventions through the Plato mentorship programme to help develop SMMEs, there is still a high failure rate of small businesses in MCLM. The study will therefore evaluate if the Plato mentorship programme achieved its envisaged aim. A structured research instrument (questionnaire) was used to collect data through a self-administered survey. Questionnaires were distributed to the respondents by the researcher, and 100% of the questionnaires were returned for analysis. The results of the study showed that Mogale Plato mentorship programme adds value and advances small businesses and entrepreneurship. The study concluded that owners that took part in the MCLM Plato mentorship programme acknowledged that the programme was effective and increased business performance. The study showed that owners are faced with different challenges in running their businesses, which spoke volumes regarding the effectiveness of the mentorship programme. The findings also revealed that a majority of business owners benefited from the assistance received from MCLM Plato mentorship programme. The study recommends that MCLM sets up an office for mentoring individuals/groups in the municipality. This means that within MCLM, there should be a mentoring office and training twice a month that is aimed at helping business people know how to improve their businesses and manage challenges and take advantage of opportunities around them. The study also recommends that the municipality to create an incubating site for new owners/managers. The new owners/managers could share common services such as secretarial services, bookkeeping, and boardrooms
Business Management
M. Tech. (Business Administration)

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