Gotowe bibliografie tematyczne / Mentoring relationships

Gotowa bibliografia na temat „Mentoring relationships”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 27 stycznia 2023

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Artykuły w czasopismach na temat "Mentoring relationships"

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Delacruz, Elizabeth M., i Steve McGuire. "Foreword: Mentoring Research/Mentoring Relationships". Visual Arts Research 35, nr 2 (1.12.2009): v—ix. http://dx.doi.org/10.2307/20715497.

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Karasik, Rona. "FULL CIRCLE: MENTORING IN GERONTOLOGY AND GERIATRICS EDUCATION". Innovation in Aging 6, Supplement_1 (1.11.2022): 169. http://dx.doi.org/10.1093/geroni/igac059.673.

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Abstract More than just a buzzword in business and education, mentoring is a complex interactional process that, at its best, fosters personal and professional development for all involved. In other words, a good mentoring relationship can be both transformative and reciprocal. This raises the question of what is (and is not) a good mentoring relationship? Moreover, how does one enter into and capitalize on the benefits of mentorship? While some mentoring relationships are intentionally created, others seem to evolve so organically that participants are not immediately aware of mentoring’s presence. The current presentation looks at the nature of mentoring relationships within the context of gerontology and geriatrics education from both the mentor and mentee perspectives.
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Kurré, Jennifer, Eva Schweigert, Gerhild Kulms i Andreas H. Guse. "Speed mentoring: establishing successful mentoring relationships". Medical Education 48, nr 11 (12.10.2014): 1131. http://dx.doi.org/10.1111/medu.12555.

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Lee, Christopher S., Lisa Kitko, Martha Biddle i Barbara J. Riegel. "Successful Mentoring Relationships". Journal of Cardiovascular Nursing 30, nr 5 (2015): 379–81. http://dx.doi.org/10.1097/jcn.0000000000000275.

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Kopp, Elaine M., i Janice L. Hinkle. "Understanding Mentoring Relationships". Journal of Neuroscience Nursing 38, nr 2 (kwiecień 2006): 126–31. http://dx.doi.org/10.1097/01376517-200604000-00009.

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Fouché, Christa, i Neil Lunt. "Nested Mentoring Relationships". Journal of Social Work 10, nr 4 (2.08.2010): 391–406. http://dx.doi.org/10.1177/1468017310378780.

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Weimer, Kristina R. "Maximizing Mentoring Relationships". General Music Today 32, nr 2 (20.10.2018): 12–17. http://dx.doi.org/10.1177/1048371318805226.

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The purpose of this article is to provide strategies for music teacher mentors and mentees to use to proactively develop and strengthen their relationships—whether they are assigned by an administrator or begin organically—to enhance the overall mentoring experience, making it mutually beneficial for mentor and mentee. Strategies include using communication and collaboration, building reciprocity between parties, expanding professional networks, and developing personal relationships. Intentional efforts to communicate, reflect, share, overcome challenges, and spur professional development enrich the mentoring experience for both parties.
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Hamilton, Stephen F., i Mary Agnes Hamilton. "Building mentoring relationships". New Directions for Youth Development 2010, nr 126 (20.07.2010): 141–44. http://dx.doi.org/10.1002/yd.354.

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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.

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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.
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Eby, Lillian T., i Melissa M. Robertson. "The Psychology of Workplace Mentoring Relationships". Annual Review of Organizational Psychology and Organizational Behavior 7, nr 1 (21.01.2020): 75–100. http://dx.doi.org/10.1146/annurev-orgpsych-012119-044924.

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Workplace mentoring relationships have been advanced as critical to employee development. However, mentoring research has tended to find small to moderate effects of mentoring on protégé and mentor outcomes and considerable heterogeneity in effect sizes. These findings underscore the need to better understand the psychology of mentoring relationships in order to maximize the benefits of mentoring for mentors, protégés, and organizations. In this article, after briefly reviewing established research on workplace mentoring relationships, we introduce five relationship science theories from outside organizational psychology and organizational behavior that provide new insight into the psychology of workplace mentoring: attachment theory, interdependence theory, self-expansion theory, Rhodes’ model of formal youth mentoring, and the working alliance. We then discuss several unique features of workplace mentoring that should be considered when applying these relationship science theories and introduce provocative ideas for future research. We conclude by discussing practical implications for mentors, protégés, and organizations.
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Rozprawy doktorskie na temat "Mentoring relationships"

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Washington, Rhianon S. "How does a developmental relationship mentoring model affect toxicity experienced in mentoring relationships?" Thesis, Oxford Brookes University, 2012. https://radar.brookes.ac.uk/radar/items/f895b582-d67a-2874-402d-03559b6205ed/1/.

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Mentoring receives a consistently favourable press and its merits and benefits are widely researched and acclaimed (for example Clutterbuck, 1995 and Harrington, 2011). Some advocates appear almost evangelical in their perspective and responses to the mentoring process. From offender schemes (Tarling, Davison and Clarke, 2004), to initiatives for small businesses (NWDA, 2010), the UK government continues to invest heavily in the concept of mentoring. Despite these plaudits mentoring relationships can occasionally founder and, due to the intensity of the relationship harm can be inflicted on both mentor and mentee alike. Such failing relationships are usually ascribed the provocatively charged label of 'toxic' mentoring (Feldman, 1999; Gray and Smith, 2000). Both the human and financial implications of failed mentoring relationships are a serious problem for government investment. Although a relatively under-researched phenomenon the incidents of negative mentoring experiences are not uncommon (Simon and Eby, 2003). Investment in mentoring has grown, with a proliferation of progressive schemes addressing an array of specific issues, from adult substance misuse (Welsh Assembly, 2009) to workplace gender inequalities (EC, 2007). With investment ranging from thousands of pounds in small scale schemes to hundreds of thousands of pounds, the economic implications of failure are potentially significant. Hamlin and Sage (2011) argue that while research has studied the benefits of mentoring, there is little focus on what constitutes effective mentoring in formal settings, or the interpersonal processes involved. Allen and Poteet (1999:70) noted that research was "desperately needed to assess the specific design features" of successful mentoring programmes. The focus has been on the programmes themselves rather than the individuals within them, and findings have centred on programme improvements and objectives or better matching processes in order to understand successful mentoring (Eby and Lockwood, 2005). The measurement of mentoring success however, is problematic and a uniform model for evaluation remains elusive. In one study (Gaskell, 2007) just 34% of organisations were able to successfully measure the impact of coaching, despite the availability of adequate resources and substantial investment in the programmes. Demonstrating return on investment for enterprises involving soft skills can be challenging, particularly when endeavouring to separate the mentoring aspect from other influencing factors. Establishing return on expectation is however, a more manageable proposition and can prove valuable. Attempts to identify the impact of professional development interventions have generated some innovative approaches such as the 'isolation factor' identified in research by McGovern, Lindemann, Vergara, Murphy, Barker and, Warrenfeltz (2001). The study separates out the effects of coaching but is generated purely from the perspective of the participants, which arguably lacks objectivity. However its success is measured, the popularity of mentoring continues to grow and its benefits remain appreciated (CIMA, 2002). Ineffective mentoring may be avoided through understanding its characteristics and the rationale of failed relationships may prevent repetition, providing a valid objective worthy of further research.
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Walabe, Eman. "Trust in e-Mentoring Relationships". Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23902.

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The role of trust in traditional face-to-face mentoring has already been investigated in several research studies. However, to our knowledge, very few studies have examined how trust is established in electronic-mentoring relationships. The purpose of the current study is to examine by means of the Mayer et al. (1995) model how e-mentees perceive a prospective e-mentor's trustworthiness and how these perceptions influence the decision to be mentored by a particular e-mentor. A sample comprised of 253 undergraduate and graduate students from the Telfer School of Management at the University of Ottawa participated as potential mentees by completing a survey after having reviewed the selected e-mentor’s profile. The survey employed quantitative and qualitative measurements to assess the mentee's perception of the prospective e-mentor’s level of trustworthiness. In the quantitative section, both the Behavioural Trust Inventory (Gillespie, 2003) and the Factors of Perceived Trustworthiness (Mayer et al., 1999) were measured. The Behavioural Trust Inventory was designed to measure the extent to which a mentee is willing to be vulnerable in e-mentoring relationships. The Factors of Perceived Trustworthiness (ability, benevolence and integrity) were designed to measure these three attributes’ contributions to the extent to which the mentees perceived the e-mentor as being trustworthy. The factorial structure (confirmatory factor analysis) and internal consistency (Cronbach’s alpha) of the constructs were examined. Structural equation modeling was conducted to test the fit of the models (Behavioural Trust Inventory and Mayer et al.) to an e-mentoring context. In the qualitative section, the indicators of trustworthiness were collected by means of an open-ended question and were analyzed by means of content analysis. The results of the quantitative analysis revealed that the models (the Behavioural Trust Inventory and the Factors of Perceived Trustworthiness) have an adequate fit with the e-mentoring model after accounting for some correlated error terms. The results of the qualitative analysis identified some other attributes (apart from ability, benevolence and integrity groups) have an influence on the extent to which the mentees perceived the e-mentor as being trustworthy. The main finding is that the Mayer et al. (1995) model appears to be a suitable device for the measurement of trust in e-mentoring relationships at the initiation phase.
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Mountain, N. F. "Youth mentoring : mentors' and caseworkers' perspectives of enduring mentoring relationships". Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1432130/.

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This thesis focuses on youth mentoring, a popular form of intervention for disadvantaged young people. It is presented in three parts. The literature review examines the effectiveness of youth mentoring programmes for young people engaging in, or at risk for, antisocial behaviour. Fourteen studies met the criteria for the review. Methodological quality was assessed using The Quality Assessment Tool for Quantitative Studies by the Effective Public Health Practice Project. Overall, the studies provide limited but promising evidence for mentoring for antisocial youth, and the quality of evidence was good. Further research is needed to clarify the benefits of mentoring for this high-risk group. The empirical paper reports on a qualitative study (part of a larger evaluation with Evans, 2011 and Prytys Kleszcz, 2012) exploring mentors' approaches in enduring mentoring relationships with disadvantaged children in middle childhood and early adolescence. It focuses on how mentors think about, engage with and respond to their mentees. Semi-structured interviews were conducted with 10 pairs of mentors and their caseworkers; transcripts were analysed thematically. Participants' accounts indicated that the mentoring relationships followed distinctive, uneven trajectories, and mentors faced considerable challenges and dilemmas in responding to their mentees' needs. The study points to the high level of mentor skill and resilience required to sustain a close mentoring relationship, and the important role of supervision in facilitating this process. The critical appraisal reflects on the process of planning and executing the research presented in the empirical paper. It also explores conceptual issues raised by the research related to recruitment, training and support procedures in youth mentoring.
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van, Esch Chantal. "Humble Mentoring: Understanding Humility's Impact on Mentoring Relationships and Career Outcomes". Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1491580376321883.

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Rosser, Manda Hays. "Chief executive officers: their mentoring relationships". Texas A&M University, 2004. http://hdl.handle.net/1969.1/1474.

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The majority of mentoring research has explored mentoring from the vantage point of protégé perceptions, reactions, experiences, and development (Wanberg et al. 2003; Kram, 1988). Participants in mentoring studies have commonly been employees, college students, or mid-level managers. Little is known regarding the impact of mentoring roles in relation to top executives who are, over the span of their careers, likely to participate in developmental relationships as both mentor and protégé. In fact, accessing people who are active CEOs has been extremely problematic for a majority of interested researchers (Thomas, 1995). Limited research on mentoring and especially that on CEOs is used to inform the current Human Resource Development (HRD) scholarship and practice. The current study will inform HRD and provide insight into how mentoring relationships can be used to develop individuals in organizations. Key findings from this study were reported from a qualitative study (Moustakas, 1994) involving twelve CEOs of large for-profit US corporations who detailed their experiences as both mentors and protégés. Emerging themes from the larger study overlap, in part, with key mentoring functions as identified by Kram (1988). In addition to reinforcing and informing the work of Kram (1988), key CEOs provided insight regarding their experiences in long-term (several years or more) mentoring relationships. The combined themes resulted in a framework demonstrating the development of mentoring relationships. In addition to a general discussion of a mentoring framework, I focused the study primarily on CEO perceptions regarding the impact of their mentoring related experiences on 1) how their mentors have impacted their development; 2) how they mentor others; and 3) the relational elements in mentoring relationships. Because a rarely assessed population was studied, scholars and practitioners in HRD will gain a unique understanding and greater insight into how mentoring relationships develop professionals, particularly CEOs.
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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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Beaunae, Cathrine. "Teachers' perceptions of interpersonal mentoring relationships in one early childhood mentoring program". [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0041015.

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Keramidas, Natacha L. "Personality and Mentoring: An Investigation of the Role of Proteges' personality, Protege-initiation of Mentoring Relationships and Mentoring Received in Doctoral Programs". University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1503423084293622.

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Harper, Kelly. "Evaluating the outcomes of formal mentoring relationships". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0022/MQ27037.pdf.

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Meier, Robert. "Perceptions of Faculty-Student Informal Mentoring Relationships". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3761.

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Perceptions of Faculty-Student Informal Mentoring Relationship This qualitative study examined the informal mentoring relationships between faculty and students at two small, faith-based, liberal arts campuses. Perceptions of both faculty and students’ views of informal mentoring were studied. The research questions further explored the factors that encouraged or discouraged faculty-student informal mentoring as well as the role of on-campus faculty housing. Student participants were selected after completing an online survey regarding their perception of connection with professors at the campus location. Faculty participants were selected after completing an online survey regarding their perception of how much time they spent with students outside the classroom. From these responses, nine students and nine faculty members were selected and agreed to participate in semi-structured interviews. Recognizing the power of story to communicate rich biographical moments, a narrative inquiry approach to data collection and data analysis was utilized and triangulated with observation, field notes, and historical document review. Interviews were analyzed using three cycles of coding that generated the resulting themes. Eight themes were identified from the data and include intentionality towards care and concern, the importance of relationship building, investment of time, size of campus, spaces that contribute to informal mentoring, the role of on-campus faculty housing, blurred lines, and hindrances to connection. Additionally, the experience of faith-based student development, student-faculty relationships on faith-based campuses, the notion of vocational calling, and impacts on informal mentoring are explored.
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Książki na temat "Mentoring relationships"

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Saito, Rebecca N. Understanding mentoring relationships: Special report. Minneapolis, MN: Search Institute, 1995.

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Keel, Michael I. Mentoring: Program development, relationships, and outcomes. Hauppauge, NY: Nova Science Publishers, 2009.

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Kram, Kathy E. Mentoring at work: Developmental relationships in organizational life. Glenview (Illinois): Scott, Foresman, 1985.

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Baptiste, Sue. Mentoring & supervision: Creating relationships for fostering professional development. Ottawa: CATO Publications = Publications ACE, 2001.

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Mentoring at work: Developmental relationships in organizational life. Lanham [Md.]: University Press of America, 1988.

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Mentoring at work: Developmental relationships in organizational life. Glenview, Ill: Scott, Foresman, 1985.

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The mentor's guide: Facilitating effective learning relationships. Wyd. 2. San Francisco: Jossey-Bass, 2011.

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Lipton, Laura. Mentoring matters: A practical guide to learning-focused relationships. Wyd. 2. Sherman, CT: MiraVia, LCC, 2003.

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Wall, Johanne M. An evaluation of mentoring relationships in initial nurse education. [s.l.]: typescript, 1993.

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Reeve, Catherine S. Mentoring relationships in high technology firms: An exploratory analysis. Kingston, Ont: Industrial Relations Centre, Queen's University, 1990.

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Części książek na temat "Mentoring relationships"

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Dean, Donna J. "Mentoring Relationships". W Getting the Most out of your Mentoring Relationships, 21–35. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-92409-0_4.

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Brewer, Ann M. "Positive Mentoring Relationships: Nurturing Potential". W Positive Relationships, 197–214. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2147-0_12.

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Dean, Donna J. "What Is Mentoring?" W Getting the Most out of your Mentoring Relationships, 3–5. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-92409-0_2.

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Yale, Annabel. "Developing Positive Personal Tutor Relationships". W Mentoring in Higher Education, 75–94. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46890-3_5.

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Liang, Belle, i Jennifer M. Grossman. "Diversity and Youth Mentoring Relationships". W The Blackwell Handbook of Mentoring, 237–58. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470691960.ch15.

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Ball-Smith, Claire. "Peer Mentoring Relationships for Professional Placements". W Mentoring in Higher Education, 115–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46890-3_7.

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Lentz, Elizabeth, i Tammy D. Allen. "Reflections on Naturally Occurring Mentoring Relationships". W The Blackwell Handbook of Mentoring, 159–62. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470691960.ch10.

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Spencer, Renée. "Naturally Occurring Mentoring Relationships Involving Youth". W The Blackwell Handbook of Mentoring, 97–117. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470691960.ch7.

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Crone, Wendy C. "Developing Networks, Relationships, and Mentoring Activities". W Survive and Thrive, 82–114. Cham: Springer International Publishing, 2010. http://dx.doi.org/10.1007/978-3-031-79327-1_4.

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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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Streszczenia konferencji na temat "Mentoring relationships"

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O'Neill, D. Kevin, i Louis M. Gomez. "Sustaining mentoring relationships on-line". W the 1998 ACM conference. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/289444.289507.

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J. Kalbfleisch, Pamela, i Valina K. Eckley. "Facilitating Mentoring Relationships: The Case for New Technology". W 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2736.

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This paper describes a research project that analyzes how new technology can facilitate mentoring relationships. The specific new technology assessed in this research is the Internet. This is a particularly useful medium for communication in mentoring relationships because it expands the number and variety of mentoring relationships that can be facilitated, and it expands the time and space available for these relationships. This research supports the mentoring enactment theory developed by Kalbfleisch (2002) and expands our knowledge of how the Internet can play an influential role in the development and maintenance of mentoring relationships.
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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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Akili, Waddah. "On mentoring relationships: How to become a good mentor". W 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684919.

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Mirski, Peter, Dietmar Kilian, Susann Kruschel i Arno Rottensteiner. "THE INFLUENCE OF GENDER COMPOSITION OF MENTORING RELATIONSHIPS ON MENTORS’ AND MENTEES’ EXPECTATIONS TOWARDS ACADEMIC MENTORING PROGRAMS". W 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1864.

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CHIȘ-MANOLACHE, Diana. "MENTORING - AN ORGANIZATIONAL NEED NOWADAYS". W SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE. Publishing House of "Henri Coanda" Air Force Academy, 2022. http://dx.doi.org/10.19062/2247-3173.2022.23.18.

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Today's organizations are different from those of two decades ago, and organizational needs have become increasingly complex. For this reason, organizational leaders play many different roles within organizations, such as the role of advisor and mentor. Really valuable leaders have usually been supported by mentors and have been mentors to other individuals. This has brought many benefits to both followers and leaders, but also to the organization as whole. The benefits of subordinates are many, from professional counseling to the existence of a role model. On the other hand, reverse mentoring brings to mind the benefits of mentoring relationships with subordinates.
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Garcia, Patricia, Melissa Perez, Devon Farrell, Sarah Bork, Barbara Ericson i Joi-Lynn Mondisa. "Supporting Mutually Beneficial Near-Peer Mentoring Relationships Within Computing Education Programs". W 2021 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2021. http://dx.doi.org/10.1109/respect51740.2021.9620669.

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Ramkissoon, Bhima, Radha Rani Baichoo, Ajeevsing Bholoa i Steve Sider. "A Novel Competency Framework for Effective Mentoring". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9197.

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Mentoring is important for learner success. Effective mentoring requires the acquisition of specific and adequate competencies (knowledge, skills and dispositions) for mentors to perform their roles towards their mentees in a confident, coherent and consistent manner. However, our experiences have shown the existence of skills gaps and divergent mentoring practices across schools in the Mauritian context. // To address the shortcomings, we designed and developed a novel competency framework for mentoring that is part of a micro-credential for online learning and as capacity building initiative. The framework seeks to bring a shift in the way mentoring is practiced in Mauritius, with focus on reciprocal learning. // The mentoring competency framework (MCF) consists of four professional domains underpinned by six key drivers, namely, research, rethink, respond, re-align, revisit and reflect, which we consider as critical elements to inform effective mentoring practices. This poster describes each domain of the MCF. The first domain, Professional Identity, focuses on a commitment of mentors to engage with theories on mentoring and reflection on mentoring practices. The second one, Professional Knowledge and Skills, lays emphasis on subject-specific competencies. The third and fourth domains are Professional Relationships and Dispositions which highlight the importance of collaboration, communication, problem-solving, values and ethics.
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Capello, Maria Angela, C. Susan Howes i Eve Sprunt. "Capitalizing on Mentoring, Sponsoring and Networking for your Career Success". W SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206063-ms.

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Abstract Mentors, sponsors, and networks increase your chances of having a successful career. Mentors provide valuable guidance and advice on career alternatives, while sponsors support candidates selected for highly desirable roles by serving as a reference that they can perform well in positions of increasing responsibility and importance. Networking increases the number of people who are familiar with your abilities and is a powerful way to sustain and enhance your reputation and circle of influence. Networking is about making the right connections and building beneficial relationships. In this article, we showcase how the combination of mentoring, sponsoring, and networking produces advisors who can enable us to have a rewarding and successful professional career. We share our three-component system for optimizing your chances of career success. – Mentoring and the "Critical Listening" model: Intelligent questioning, ranking of options or preferences, and attentive listening are used during mentoring sessions. The balance between these modes as you progress through your career from fresh graduate to mid-career to experienced professional. This model includes practical examples to guide you in your approach mentoring loops whether for either the first or for the nth time with the aim of maximizing the value you can gain from mentoring. – Sponsoring and the "BET" model: BET is our acronym for Building a Network, Equal Priorities, and Tactics (BET). We explain how individuals can acquire and tactically leverage sponsors throughout their careers. The approaches of sponsors and protégées evolves with career stage, that changes priorities and focus. – Networking Development and Optimization: Networking for mentoring and sponsoring is essential to career success. A diverse network enhances innovation and problem solving. We benefit from both deep and shallow connections. Networking built on a foundation of reciprocity includes an exchange of mutually beneficial information that establishes long-lasting professional relationships. Methods to diagnose and address network gaps help professionals to achieve career objectives. Strong networking skills build collaborative relationships that add value for both one's career and employer. Understanding how to maximize the value of mentoring, sponsoring, and networking is essential to career success. We encourage self-analyses throughout your career and provide guidelines on how to leverage mentors and sponsors and utilize best practices to expand your professional network. In an era where COVID has drastically changed how most of us work, understanding how to thrive with these three key instruments for career success is challenging, given the additional hurdle of having to do it in a virtual ecosystem with fewer or no opportunities to meet face to face. This article raises awareness and provides practical guidance for individuals on building beneficial relationships from mentoring, sponsoring, and networking. Keeping networks alive and strong in a reduced mobility world requires new strategies.
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Klofsten, Magnus, i Staffan Öberg. "Coaching versus mentoring: Are there any differences?" W 16th Annual High Technology Small Firms Conference, HTSF 2008. University of Twente, 2008. http://dx.doi.org/10.3990/2.268488396.

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This paper focuses on two major concepts in entrepreneurship training, namely coaching and mentoring. A study of these concepts reveals at least two schools of thought: (1) coaching and mentoring are two parallel, distinct activities that can be used to support each other and (2) coaching and mentoring are not separate activities – coaching is considered part of the mentoring activity or mentoring part of the coaching activity. Data from 36 university-based training programmes and 450 coaching and mentoring cases at 7 Swedish universities were analysed. We used a check-list to gather information on 21 items linked to these four distinctive groups: (1) Structural issues (mission, form, and task), (2) Process issues (connection to programme content, meeting environment, problem solving, assessing the opportunity or idea, operative role, confidentiality, and networking), (3) Relationships (extent, meeting, initiative, homework, documentation, and follow-up) and (4) Character of the coach and mentor (background and experience, engagement, integrity, social skills, and role or ethics). Coaching and mentoring differed markedly, for example, in mission, problem-solving, and use of generalist versus specialist competence. Similarities occurred in the areas of opportunity or idea assessment, meeting environment, operative role, and confidentiality agreements. The authors are convinced that the coach and the mentor have different roles for supporting the young individual to be a better entrepreneur. Coaching and mentoring are parallel activities that complement each other.
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Raporty organizacyjne na temat "Mentoring relationships"

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Jones, Kevin. An Interpretive Phenomenological Analysis of Long-Term Mentoring Relationships from the Youth Perspective. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.3104.

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Rummell, Christian. A Unique Support for Sexual-Minority Identity Development: An Interpretative Phenomenological Analysis of a Long-Term Formal Mentoring Relationship Between an Adult and a Youth From the Gay Community. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1486.

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Building and Maintaining Mentoring Relationships. IEDP Ideas for Leaders, sierpień 2020. http://dx.doi.org/10.13007/773.

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