Gotowe bibliografie tematyczne / Mentors

Gotowa bibliografia na temat „Mentors”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 1 sierpnia 2024

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Artykuły w czasopismach na temat "Mentors"

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Wiskur, Brandt, Akshay Sood, Orrin Myers, Xin Shore, Brian Soller, Natasha Mickel, Nora Dominguez i Beth Tigges. "Perceptions in Mentorship: The Mentor-Mentee Competency Discrepancy". Chronicle of Mentoring & Coaching 8, nr 1 (czerwiec 2024): 178–92. http://dx.doi.org/10.62935/eu1891.

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This study evaluated faculty mentoring competencies of 94 mentor-mentee pairs across institutions using the Mentoring Competency Assessment (MCA-21). Results indicated consistent mentor self-assessments and mentee evaluations of mentors across sites, with no significant association of gender or race/ethnicity on competency scoring. Mentees rated mentors higher than mentor's self-assessments. The greatest self-assessment disparities were within the female clinical educator and female assistant professor mentor groups - they rated their competency lower than the male tenure track and male professor groups, identifying the influence of mentors' gender, rank, and track on self-assessment of their mentoring competency. Results highlight the subjective elements inherent in mentor competency evaluations. Additional multi-site, longitudinal studies of the mentor-mentee dyad could identify precise training needs to enhance mentoring.
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St-Jean, Étienne, i Majda El Agy. "La motivation à être bénévole des mentors influence-t-elle la relation de mentorat ? Une étude en dyade dans un contexte d’entrepreneurs novices". Management international 17, nr 3 (27.08.2013): 112–25. http://dx.doi.org/10.7202/1018271ar.

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Cette recherche explore les motivations qui amènent les mentors bénévoles à s’engager dans les structures d’accompagnement pour entrepreneurs ainsi que leurs effets sur le processus de mentorat. Dans une enquête en dyade auprès de 78 mentors et mentorés du Réseau M, nous observons que trois des six motivations étudiées permettent de développer la confiance chez le mentoré à l’égard de son mentor alors qu’une autre est en lien avec une moins grande satisfaction de celui-ci. Sachant l’importance de la confiance dans le processus de mentorat, ces résultats suggèrent aux organismes de s’intéresser aux motivations lors de la sélection des mentors.
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Bailey, Sarah Frances, Elora C. Voyles, Lisa Finkelstein i Kristina Matarazzo. "Who is your ideal mentor? An exploratory study of mentor prototypes". Career Development International 21, nr 2 (9.05.2016): 160–75. http://dx.doi.org/10.1108/cdi-08-2014-0116.

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Purpose – One of the main aspects of a mentoring relationship involves the expectations that mentees have of an ideal mentor. However, the traits that mentees envision in an ideal mentor are unclear. The purpose of this paper is to present series of studies examined mentees’ ideas about their ideal mentor’s physical characteristics and mentoring functions. The authors also examined gender and racial (white/nonwhite) differences in ideal mentor preferences. Design/methodology/approach – The two studies examined what mentees envision when they picture their ideal mentor, and whether the ideal mentor prototypes varied by participants’ ethnicity and gender. Study 2 further examined mentees’ ideal mentor characteristics in a forced choice ranking scale and the ideal mentor scale (Rose, 2003). Findings – When asked to describe their ideal mentor’s appearance, participants provided detailed descriptions of the ideal mentor’s features. They also emphasized mentoring characteristics and behaviors, such as guidance. Participants’ preferences for their ideal mentor’s gender and race varied by the question format (open-ended description vs scale).When asked to envision their ideal mentor (Study 2), participants emphasized guidance, interpersonal warmth, and ethical integrity. Other mentoring characteristics and behaviors emerged in the content coding framework. Prototypes of the ideal mentors varied based on ethnicity and gender, but also on how the question was presented. Originality/value – These findings suggest that the ideal mentor prototype involves guidance, understanding, and role modeling ethical values. Like other organizational roles (i.e. leaders), awareness of these traits informs how employees view mentors and what they expect from mentoring relationships. Facilitators of mentoring programs can consider the ideal mentor prototype during the matching process and the initial stages of the mentoring relationship.
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Houghty, Grace Solely, i Yakobus Siswadi. "PERSEPSI MENTOR DAN MENTEE TENTANG PROGRAM MENTORSHIP". Jurnal Skolastik Keperawatan 1, nr 2 (31.12.2015): 1–11. http://dx.doi.org/10.35974/jsk.v1i2.79.

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ABSTRAK Latar belakang: Evaluasi pada semester pertama didapatkan bahwa sebanyak 51 mahasiswa Entry To Practice (ETP) Angkatan 2013 harus mengikuti program matrikulasi, tujuh mahasiswa mengundurkan diri dan lima mahasiswa ETP Angkatan 2014 yang dikeluarkan dari Fakultas Ilmu Keperawatan (FIK) Universitas Pelita Harapan (UPH) karena melanggar peraturan akademik. Program mentorship mulai dilakukan pada tahun ajaran genap 2013/2014. Evaluasi program mentorship belum pernah dilakukan. Tujuan: Penelitian ini bertujuan untuk mengidentifikasikan persepsi mentor dan mentee tentang program mentorship. Metode: Desain penelitian adalah deskriptif kuantitatif. Jumlah sampel adalah 52 mentor dan 314 mentee. Instrumen yang digunakan adalah kuesioner dalam bentuk self report. Data dianalisis secara univariat. Hasil: 38 mentor (73.08%) dan 208 mentee (66.24%) bahwa adanya peningkatan pengetahuan di dalam pembelajaran, 29 mentor (55.77%) dan 165 mentee (52.55%) setuju bahwa dapat bekerjasama dengan teman lainnya. Program mentorship memberikan pengaruh untuk tetap tinggal di kampus 20 mentor (83.33%) dan 85 mentee (88.54%) dari 24 mentor dan 96 mentee yang berniat untuk meninggalkan kampus. Diskusi: Diharapkan program mentorship dalam dikembangkan lebih baik lagi khususnya untuk program perekrutan dan pelatihan yang berkelanjutan bagi mentor. Kata Kunci: mentee, mentor, persepsi dan program mentorship ABSTRACT Background: Evaluation in the first semester showed that there are 51 students of ETP batch 2013 who have to follow the matriculation program, seven students quitted the program, and five students from ETP batch 2014 were dropped out for violating academic rules. The mentorship program started in the Academic Year of 2013/2014 on its Even Semester. The evaluation for mentorship program has not been done within the Faculty of Nursing, Universitas Pelita Harapan. Objective: to identify the mentor’s and mentee’s perception about the mentorship program. Methods: The study design is descriptive quantitative study. The samples are 52 mentors and 314 mentees. The instrument is questionnaires in the form of self-report questionnaire. The data analyzed using the univariate method. Results: 38 mentors (73.08%) and 208 mentees (66.24%) that mentorship program can increase knowledge in learning, 29 mentors (55.77%) and 165 mentees (52.55%) agree that improve collaboration with others. 20 mentors (83.33%) and 85 mentees (88.54%) from 24 mentors and 96 mentees that intend to leave campus agree that mentorship program can increase influence to remain in on-campus accommodation. Discussions: It is expected that the mentorship program can be developed better, specifically for the mentor recruitment program and the ongoing training for mentors. Keywords: mentee, mentor, mentorship program, perception Full printable version: PDF
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Holt, Laura J., i James E. Fifer. "Peer Mentor Characteristics That Predict Supportive Relationships With First-Year Students: Implications for Peer Mentor Programming and First-Year Student Retention". Journal of College Student Retention: Research, Theory & Practice 20, nr 1 (22.05.2016): 67–91. http://dx.doi.org/10.1177/1521025116650685.

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Peer mentoring programs frequently are implemented on college campuses to enhance first-year college student retention; however, few studies have examined characteristics of peer mentors that are associated with more supportive mentor–mentee relationships, leaving college personnel with a limited understanding of how to improve these vital programs. Accordingly, in this prospective study, we examined whether mentors’ attachment style and self-efficacy to mentor predicted peer mentors’ ( n = 76) or mentees’ ( n = 999) ratings of mentor-provided support. Results showed that mentor self-efficacy mediated the relation between an avoidant attachment style and mentor-reported support; that is, peer mentors with a more avoidant attachment style reported lower self-efficacy to mentor and, in turn, endorsed providing lower levels of support for mentees. Mentor–mentee contact, however, was the only predictor of mentees’ ratings of mentor support. Future research should aim to extend these preliminary findings so as to inform the selection, training, and supervision of peer mentors in college settings, with the ultimate goal of enhancing first-year student retention.
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Smith, Wanda J., Jerusalem T. Howard i K. Vernard Harrington. "Essential Formal Mentor Characteristics and Functions in Governmental and Non-Governmental Organizations from the Program Administrator's and the Mentor's Perspective". Public Personnel Management 34, nr 1 (marzec 2005): 31–58. http://dx.doi.org/10.1177/009102600503400103.

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This study examines (from the formal mentor's perspective) who mentors are (essential traits) as well as what mentors do (essential functions) in four types of organizations (i.e., academic, business, military-armed forces, and military-academic organizations). We found that industry context and gender do significantly influence perceptions of the ideal formal mentor characteristics. Results also indicate formal mentors place more importance on mentor traits (compared to mentor behaviors). Implications for this research include considering revision of the criteria used for the selection of formal mentors.
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Okurame, David E. "Group Differences in the Resolve to Mentor of Potential Mentors". IBADAN JOURNAL OF THE SOCIAL SCIENCES 7, nr 2 (20.12.2009): 143–53. http://dx.doi.org/10.36108/ijss/9002.70.0260.

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This study examines the resolve to mentor of individuals with no mentors, with male mentors, and with female mentors, using a sample of 70 male and 70 female potential mentors in the Nigerian work environment. Descriptive statistics showed that the greatest level of resolve to mentor was made by respondents in the female mentor group, followed by those in the male mentor group; the least was by respondents in the no mentor group. Results of one way analysis of variance revealed a significant difference in resolve to mentor of respondents in these groups. The source of the significant difference was the low resolve to mentor in the no mentor group compared to the high level recorded in the female mentor category. Generally, male respondents in each of the study groups reported a higher level of resolve to mentor than their female counterparts. These findings are discussed in the context of mentoring and goal commitment literature. The study represents the first enquiry of a potential mentor’s resolve to mentor. The practical implication of findings is that individuals will be more resolute to serve as mentors if organizations create a pleasant mentoring experience for them by training their mentors, especially male mentors, in the act of effective delivery of mentoring. Findings further suggest that better incentive to serve as mentors is possible through a reward policy and a training package to improve perceptions of mentor benefits, especially among female potential mentors who were less resolute to mentor.
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Okafor, Emeka E., i Olaoluwa T. Odulaja. "Reference Groups and Worker’s Job Satisfaction in Selected Work Organisation in Lagos, Nigeria". IBADAN JOURNAL OF THE SOCIAL SCIENCES 9, nr 1 (19.06.2011): 1–13. http://dx.doi.org/10.36108/ijss/1102.90.0110.

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This study examines the resolve to mentor of individuals with no mentors, with male mentors, and with female mentors, using a sample of 70 male and 70 female potential mentors in the Nigerian work environment. Descriptive statistics showed that the greatest level of resolve to mentor was made by respondents in the female mentor group, followed by those in the male mentor group; the least was by respondents in the no mentor group. Results of one way analysis of variance revealed a significant difference in resolve to mentor of respondents in these groups. The source of the significant difference was the low resolve to mentor in the no mentor group compared to the high level recorded in the female mentor category. Generally, male respondents in each of the study groups reported a higher level of resolve to mentor than their female counterparts. These findings are discussed in the context of mentoring and goal commitment literature. The study represents the first enquiry of a potential mentor’s resolve to mentor. The practical implication of findings is that individuals will be more resolute to serve as mentors if organizations create a pleasant mentoring experience for them by training their mentors, especially male mentors, in the act of effective delivery of mentoring. Findings further suggest that better incentive to serve as mentors is possible through a reward policy and a training package to improve perceptions of mentor benefits, especially among female potential mentors who were less resolute to mentor.
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UTAMA, ATPRIATNA. "KARAKTERISTIK MENTOR PADA KEGIATAN PELATIHAN DASAR CALON PEGAWAI NEGERI SIPIL CPNS". KNOWLEDGE: Jurnal Inovasi Hasil Penelitian dan Pengembangan 1, nr 1 (30.12.2021): 56–65. http://dx.doi.org/10.51878/knowledge.v1i1.818.

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The mentoring program in basic training activities for civil servant candidates aims to improve the professionalism of civil servants at the beginning of community service. The relationship between mentors and mentees is fundamental and crucial to realizing the goals of mentors and mentees. This study aims to determine the character of the mentor's "admirable characteristics" in the actualization of basic training for civil servant candidates. This research on the phenomenon of the interpretive paradigm uses a qualitative approach with data taken from interviews using purposive sampling, observing mentor-mentee interactions, and analyzing seminar documents. The findings of this study show that, in general, mentors have ideal and professional characteristics. "Humble" characteristics and "teacher" professionalism are indicators that mentors can visualize against mentees. These are characters that are able to create connections that are able to build and develop the potential of the mentee and realize success. basic exercise. However, this positive condition is very contradictory to the condition of the results of the interview. It has been found that there are mentors who ignore their functions. So the strategies currently recommended are the availability of schedules, technical guidance, and transparency of the mentor-mentee relationship. The personality of the mentor is fundamental to the implementation of a good and effective mentoring process. ABSTRAK Program mentoring dalam kegiatan pelatihan dasar Calon Pegawai Negeri Sipil bertujuan untuk meningkatkan profesionalisme Pegawai Negeri Sipil diawal pengabdian di masyarakat, hubungan mentor dan mentee merupakan fundamental dan krusial untuk mewujudkan tujuan dari mentor dan mentee. Penelitian ini untuk mengetahui karakter mentor “Admirable Characteristics” kegiatan aktualisasi latihan dasar Calon Pegawai Negeri Sipil. Penelitian penomena paradigma interprentif ini dengan pendekatan kualitatif, data yang diambil bersumber dari interview secara pusposive sampling, observasi interkasi mentor – mentee, dan menganalisa dokumen hasil seminar. Temuan dari penelitian ini adalah bahwa secara umum mentor memiliki karakter ideal dan profesional, karakter “humble” dan profesionalisme “teacher” menjadi indikator yang mampu divisualkan mentor terhadap mentee, ini karakter yang mampu mewujudkan koneksi yang mampu membangun dan mengembangkan potensi dari mentee dan mewujudkan keberhasilan latihan dasar. Namun kondisi positif tersebut sangat kontrakdiktif dengan kondisi hasil wawancara telah ditemukan terdapat mentor yang mengabaikan fungsinya. Strategi yang direkomendasikan adalah tersedianya jadwal, petunjuk teknis dan transparansi hubungan mentor-mentee. Kepribadian mentor menjadi fundamental terselengaranya proses mentoring yang baik dan efektif.
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Vivegnis, Isabelle. "Le mentorat destiné aux enseignants débutants: un soutien à sens unique ? Bénéfices perçus du mentorat par des mentors québécois". Perspectiva 42, nr 1 (1.02.2024): 1–22. http://dx.doi.org/10.5007/2175-795x.2024.e93310.

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Cette contribution s’inscrit dans un contexte marqué par une préoccupation grandissante pour l’insertion professionnelle des enseignants débutants, en même temps que pour la reconnaissance du potentiel des nouvelles recrues pour le changement éducatif. Selon une perspective « non déficitaire », mettant les ressources des débutants en valeur dans une logique d’apports mutuels, nous avons cherché à savoir en quoi ces derniers représentent des ressources pour les mentors et pour le milieu scolaire. Selon une approche qualitative/interprétative, l’analyse des réponses de 75 mentors québécois au sondage en ligne a permis d’identifier les bénéfices perçus du mentorat par ces enseignants expérimentés. Un double regard fut porté: sur les bénéfices pour le mentor à accompagner un mentoré et sur les ressources que peuvent représenter les mentorés pour le milieu scolaire. Nos résultats mettent en évidence que les nouvelles recrues ont beaucoup à apporter aux mentors et plus globalement au milieu scolaire, comme l’intégration de nouveaux outils technologiques, d’idées pédagogiques innovantes ou encore des dernières recherches ou théories éducatives. Par ailleurs, le mentorat contribue à la valorisation des mentors, à l’enrichissement, à l’actualisation, à la remise en question et à l’explicitation des pratiques du mentor. En somme, l’étude indique que le mentorat constitue une voie privilégiée de développement professionnel et de formation continue pour les mentors en plus d’avoir une incidence systémique plus globale, soutenant en bout de ligne la réussite des élèves.
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Rozprawy doktorskie na temat "Mentors"

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Miller, Gwen Elizabeth Dudginski. "A Cross-case Analysis of Mentee Change in Leadership Behavior during a Mentoring and Coaching Program in Virginia". Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28906.

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The purpose of this study was to determine in what ways the mentees’ behavior changed during a formal mentoring and coaching program conducted during the 2006-2007 school year in Virginia and what accounted for the change(s). Because a sharp increase in responsibilities in recent years has made the job of the principal more demanding and stressful, it is imperative that principals get help from a mentor coach to sharpen the leadership skills that they need to be successful. Information obtained in this study pertaining to a formal mentoring and coaching program and whether or not it changed the leadership behavior of mentees can be used to develop future mentoring and coaching programs for high school principals. This qualitative study took a collective case study approach that focused on collecting information regarding the leadership skills of high school principals who had worked with a mentor coach during the 2006-2007 school year. This study involved six high school principals who formed three dyads during the formal mentoring and coaching program. Triangulation of data sources included interviews with participants, data from the 2006/2007 and 2007/2008 National Association of Secondary School Principals (NASSP) 360 Self and Observer Assessments, reflection log protocols of the mentor coaches, and mentee shadowing protocols. Data were analyzed using a logical analysis approach which included coding data, finding patterns, labeling themes, and developing category systems. Results of this study were presented as categories and discussed using both the conceptual framework and the 10 leadership skill dimensions identified by NASSP and closely related to the standards endorsed by the Interstate School Leaders Licensure Consortium (ISLLC). This collective case study reveals that the three mentees who participated in a formal mentoring and coaching program in Virginia experienced change, meaning improvement, in the following eight of the ten NASSP leadership skill dimensions: (a) setting leadership direction, (b) teamwork, (c) sensitivity, (d) organizational ability, (e) judgment, (f) results orientation, (g) developing others, and (h) understanding own strengths and weaknesses. Two mentees improved slightly and one not at all in the two leadership skill dimensions, oral communication and written communication. The history of the mentee, some characteristics of the mentor coaches, and several variables pertaining to the administrative mentoring and coaching program accounted for their change in leadership behavior.
Ph. D.
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Miller, Nicole Danielle. "Experiences of Peer Mentors Who Mentor At-Risk Students". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6927.

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With the number of underprepared, at-risk students entering college, many institutions have developed initiatives to help support student success. Previous research has shown that peer mentoring has been used to support student success, but there is limited research on the mentoring experience from the peer mentors'€™ perspective. The purpose of the study was to explore the experiences and perceptions of peer mentors who mentor at-risk college students at a 4-year institution. Using a phenomenological design, 8 peer mentors were interviewed. This study was built on Lave and Wegner'€™s theory of situated learning and Zachary'€™s 4-phase mentoring model to help explain the meaning and value that the participants attributed to their experiences. Moustakas'€™s 7 step data analysis method was used. The results from this study suggested 5 themes that represent the peer mentors'€™ experiences: (a) being a role model, (b) learning experiences for the peer mentors, (c) establishing accountability, (d) effective mentor/mentee communication and relationship, and (e) clarifying the role as a mentee. The participants believed they strengthened their leadership and communication skills as a result of their mentoring experience; they also placed a strong emphasis on the challenges that occur during the mentoring relationship. The participants gained an understanding of how the skills they developed would be used in their academics and future professional careers. The positive social change implications for this study included: (a) aiding in the training of future peer mentors; (b) the improvement of future peer mentor programs; (c) improved support for at-risk students; and (d) gaining new insights for other researchers searching to promote successful mentorship programs for at-risk students.
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Markusic, Matthew Peter. "Are You My Mentor? Student Views on Teachers as Mentors". Kent State University Honors College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1462535437.

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Adams, Rosemary Joy. "Constructing meaning from mentoring : the experiences of mentors and mentees". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2004. http://hdl.handle.net/10092/2569.

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In this thesis I explored the experiences of four pairs of mentors and mentees who were part of a mentoring programme aimed at reducing truancy. I used in-depth interviews to gain insight into the complexity of mentoring relationships within this particular setting. The central focus of this work was to understand more about the processes of the relationship that occurred between mentors and mentees and the way the experience is made sense of by them. The findings suggest that factors such as the inherent assumptions of the programme, the expectations of the mentors and the responses of the mentees impact on feelings of satisfaction for mentors and the potential for developmental growth for mentees. I used the results of this study along with the current literature as a starting point to critique the underlying assumptions of this particular programme, to question the nature of successful mentoring and to explore the usefulness of socio-cultural theory as a perspective to add to our understanding of relationship dynamics within mentoring relationships. I suggest that this programme's use of 'friendship' as a method of encouraging developmental relationships that impacted on truancy left mentors under prepared for their role and feeling confused. I draw on socio-cultural perspectives to suggest that relationship dynamics like negotiation, joint engagement and participation in activity are useful ways to encourage developmental mentoring relationships within programme settings.
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Rock, Terryl, Karin Keith, Pamela Evanshen, Cathy Galyon Keramidas i T. Barnes. "Mentors Teachers Meeting". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4147.

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Rock, Terryl, Karin Keith, Pamela Evanshen, Cathy Galyon Keramidas, Kason O'Niel i T. Barnes. "Mentors Teachers Meeting". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4148.

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Russ, Jonathan Duane. "Perspectives of Mentors and Mentees on the Teacher Mentor Program and Teacher Retention in a Small Urban School Division in Virginia". Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/93596.

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Many school divisions throughout the U.S. are having a difficult time retaining teachers (Darling-Hammond, 2010; Ingersoll, R. M., 2004). 'High levels of attrition, estimated to be nearly 8% of the workforce annually, are responsible for the largest share of teacher demand' (Sutcher, Darling-Hammond, and Carver-Thomas, 2016, p. 2). According to Ingersoll and Strong (2011), Ingersoll and Perda (2011), and Skaalvik and Skaalvik (2016), reasons as to why teachers decide to leave the profession or change teaching locations include: job satisfaction, school demographics, student discipline, lack of administrative support, lack of teacher autonomy, and new teacher mentor programs. The purpose of this quantitative study was to identify mentor and mentee teachers' perceptions about the current mentoring program and their recommendations for future revisions that will increase teacher retention. An urban, central Virginia school division was selected for this study. Participants selected for this study have served as a mentor teacher for new teachers hired into the selected division or have recently been hired into the division. The division has approximately 260 full-time teaching professionals. From the beginning of the 2013-14 school year to the conclusion of the 2015-16 school year, 125 teachers were replaced. The attrition rate of the selected division is approximately double the attrition rate in the Commonwealth of Virginia (Pitts, 2017). Mentoring programs appear to be among the prominent approaches to teacher retention (McCann and Johannessen, 2010). The researcher sought to determine perceptions of mentor teachers regarding their suggestions for improvement in the current mentor program as a determining factor in whether teachers decide to remain in their current positions. This study yielded eight findings and six implications.
Ed. D.
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Boisclair, Châteauvert Geneviève. "Les effets du mentorat formel sur les comportements de soutien des mentors". Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28109/28109.pdf.

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Leipzig, Universität, i University of Miami. "Mentors: Cheryl E. Zuckerman". Compliance Elliance Journal (2017), 3:1, S. 18, 2017. https://ul.qucosa.de/id/qucosa%3A15600.

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Astrove, Stacy L. "What do mentors learn? The role of mentor and protégé role behavior and relationship quality in mentor learning". Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5704.

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Mentoring is defined as a reciprocal relationship between a less experienced individual (protégé) and a more experienced individual (mentor) that has consistent, regular contact over a period of time and is intended to promote mutual growth, learning, and development within the career context (Haggard, Dougherty, Turban & Wilbanks, 2011; Kram, 1985; Ragins & Kram, 2007). Inherent in this definition of mentoring is that individuals learn, develop, and grow from their mentoring interactions. Despite this, limited research explores the learning that occurs from mentoring relationships. The purpose of this study is to examine what mentors learn from mentoring experiences and how these experiences relate to mentor outcomes. The outcomes include mentoring self-efficacy, mentor behavioral change intentions, and mentor learning. I draw on the relational mentoring perspective (Ragins, 2012) and social learning theory (Bandura, 1971, 1977) to ground my hypotheses. My hypothesized model addresses three broad research questions: 1) What do mentors learn from their experiences with their protégés? 2) How do mentoring experiences relate to learning? and 3) Under what conditions do mentoring experiences relate to learning? I conducted a mixed methods study in an academic setting. My population included professors in North American doctoral granting universities and the PhD students they mentored. After identifying interested professors (mentors), I asked mentors to send study information to their PhD students (protégés). Both quantitative and qualitative data were collected via electronic survey. Surveys were time-lagged with three waves over a four month period. I found that mentors gained mentoring-specific, occupational-specific, and relational knowledge from mentoring their protégés. Additionally, mentors identified specific changes they wished to make to their mentoring behavior from their experiences with their protégés. I found that protégé positive role behavior and mentor positive psychosocial behavior were directly and positively related to career mentoring self-efficacy. Mentor positive career behavior was positively related to behavioral change intentions and protégé positive role behavior was positively related to relationship quality. I found that relationship quality did not mediate the relationship between role behaviors and mentor learning outcomes. Finally, I did not find support for the moderating effects of internal attribution for relationship quality, growth mindset, and feedback seeking. This study makes four specific contributions to the management field. First, research in mentoring often confounds relationship quality with behavior (e.g., Eby, Butts, Lockwood, & Simon, 2004; Eby, Durley, Evans, & Ragins, 2008) and outcomes (e.g., Eby, Butts, Durley, & Ragins, 2010; Ragins, 2012). By studying role behaviors, relationship quality, and mentor learning outcomes as distinct constructs, I provide clarity and an avenue for future mentoring research. Second, this study contributes to the mentoring literature by demonstrating what and how mentors learn from mentoring experiences. A significant contribution of this study is the identification of three types of mentor learning and behavioral change intentions. Third, I examined the theoretical explanation for mentoring role behaviors and mentor learning outcomes. Whereas I found that relationship quality did not explain the relationship between role behaviors and mentor learning, leader-member exchange provides a promising avenue for future research. Finally, I introduced mentoring self-efficacy as an important outcome of positive mentoring relationships, with mentors experiencing increased self-efficacy through positive experiences with their protégés.
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Książki na temat "Mentors"

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Holloway, Ann. Mentoring: The definitive workbook. Redaktorzy Whyte Cathy i Kennington Roy. Manchester: Development Processes (Publications) [for] Swansea College, 1994.

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Educational Resources Information Center (U.S.), red. Mentors and mentees meet on the Rio Grande. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1999.

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Amanda, Hartman, red. Authors as mentors. Portsmouth, NH: FirstHand, 2003.

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Institute of International Education (New York, N.Y.), red. Mentors and supervisors. New York: Institute of International Education, 1987.

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C, Goldman-Price Irene, i Pennell Melissa McFarland, red. American literary mentors. Gainesville: University Press of Florida, 1999.

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C, Cienkus Robert. Mentors and mentoring. Mahwah, N.J: Lawrence Erlbaum Assoc., Inc., 1996.

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Jeruchim, Joan. Women, mentors, and success. New York: Fawcett Columbine, 1992.

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Tan-Willman, Conchita. Canadian achievers & their mentors. [Toronto]: PRIME Mentors of Canada, 1994.

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Linda, Phillips-Jones, red. The new mentors & proteges. Grass Valley, Calif: Coalition of Counseling Centers, 1993.

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Campbell, Blythe. Mentors for immigrant women seeking employment: A manual for mentors and protégés. Redaktorzy Smyth Dianne 1941- i Changing Together: A Centre for Immigrant Women. Edmonton: Changing Together-- A Centre for Immigrant Women, 2003.

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Części książek na temat "Mentors"

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Cherry, Lisa. "Mentors". W The Brightness of Stars, 203–4. Wyd. 3. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003257967-27.

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Sprunt, Eve, i Maria Angela Capello. "Mentors". W A Guide to Career Resilience, 19–33. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05588-1_4.

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Ayres, Ruth, i Stacey Shubitz. "Mentors". W Day by Day, 141–86. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032680965-5.

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Ertel, Pamela A. Kramer, i Madeline Kovarik. "Mentors". W The ABC's of Classroom Management, 77. Wyd. 2. New York: Routledge, 2013. http://dx.doi.org/10.4324/9780203765333-128.

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Florman, Larry D. "Mentors/Advisors". W The Portable Medical Mentor, 5–7. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09852-4_2.

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Tabb, Michael. "Dual mentors". W Prewriting Your Screenplay, 127–33. New York: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351058278-10.

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Stanley, Todd. "Mentors/Mentorship". W A Teacher's Toolbox for Gifted Education, 67–73. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003238577-8.

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Castellanos, Jeanett, Joseph L. White i Veronica Franco. "Faculty Mentors". W Riding the Academic Freedom Train, 172–200. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446873-9.

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Bowen, Linda. "Media Mentors". W Research, Advocacy, and Political Engagement, 161–82. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446798-14.

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Kumar, Ratheesh. "“Casting” Mentors". W Cultures of Learning, 91–107. London: Routledge India, 2024. http://dx.doi.org/10.4324/9781003491231-9.

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Streszczenia konferencji na temat "Mentors"

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Zvaigzne, Anda, Sandra Murinska, Inta Kotane i Iveta Mietule. "Principles of effective mentoring communication in entrepreneurship: the results of a survey of experts". W 21st International Scientific Conference "Economic Science for Rural Development 2020". Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2020. http://dx.doi.org/10.22616/esrd.2020.53.031.

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With the development of mentoring networks, communication between mentors and mentees and related problems in entrepreneurship have become an increasingly important topic in recent years. The aim of the research is to identify the most important problems that hinder an effective communication process between the mentor and the mentee in entrepreneurship based on expert opinions on the elements of and barriers to the communication process. The research results have revealed that mentors’ willingness to communicate, appropriately engaging in dialogue with their mentees, as well as honour and other skills and traits are essential. The experts have emphasized that it is important that the mentee does not take the mentor’s experience literally but critically assesses whether his/her resources are aligned with the goal. According to the experts, the most essential barriers to communication were a lack of time and logical barriers and obstacles that emerged to partners with different ways of thinking. Researchers need to continue the research started by the authors of the paper by working on and designing a communication model for mentors and mentees, taking into account the communication barriers identified in the present research and other factors relevant to communication in entrepreneurship.
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Garcia, Consuelo, i Antoni Badia. "Mentors' identity approaches of pre-service teachers". W Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17207.

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The impact of the student-teacher mentor's identity is crucial for the development of pre-service teachers during their practicum, influencing skill acquisition, knowledge assimilation, and the nurturing of self-esteem. This research delves into the area of mentoring approaches for early childhood and primary student-teachers in Spain. Using a qualitative approach, data from 35 mentors was analyzed to understand their approaches in guiding pre-service teachers. The study identified three distinct mentor identities approaches: those focused on developing students' design skills, fostering socialization, and facilitating professional growth. To enhance the quality of mentorship, universities and school-university partnerships should prioritize the training of mentors in these approaches, ensuring they can provide optimal guidance for the future educators they support.
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Samsidar, Andi. "Enchanted Mantra of Senior English Teacher-mentors during Mentors-mentees sessions". W 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icaaip-17.2018.36.

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Young, Dave, Bill Young, Lisa Young i Bing Wei. "THE IMPACTS OF MENTORSHIP ON DUAL ENROLLMENT HIGH SCHOOL STUDENTS". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end079.

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"Dual enrollment programs enable high school students to take community college courses and earn high school and college credits, saving two years of college expenses. However, many dual enrollment students lack a robust support system for success in college-level coursework and environment. The authors created an interdisciplinary mentorship program that pairs a volunteer dual enrollment senior student with a dual enrollment junior student in a longitudinal mentoring relationship to address this. This study examined mentors’ and mentees’ long-term evaluation of the program and its impacts. Thirty-nine mentors and mentees were randomly matched with a waitlist control group, and mentoring relationships lasted for a full academic quarter. Participants later completed an anonymous online feedback survey (based on the Likert Scale), with a response rate of 67% (n = 26). Mentees reported an average 1.37 Likert scale increase in their comfort in dual enrollment; mentors reported an average 2.43 Likert scale increase in confidence in teaching others. Mentees’ comfort in the college environment increased with the frequency of meetings (p<0.05); the number of meetings did not correlate to their grade point average (GPA) (p>0.05). Change in dual enrollment comfort was more significant among matched students than waitlisted (p<0.05). Notably, many dual enrollment programs have a ~10% student academic probation rate (GPA<2.0) each quarter; none of the mentees experienced academic probation, but this was not significant. Among mentees, 79% reported interest in being a mentor the following year. These results indicate that peer mentorship is crucial for dual enrollment student success and presents a self-sustaining model for the future."
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Santhosh, Malavika Elaveetil, Jolly Bhadra, Azza Saad, Rana Magdy, Shahad Alkhair, Ruba Ali, Enas Ehalwary i Noora Al-Thani. "A Comparative UG Near-peer Mentoring Model for Motivating School Students towards Innovations during E-STEM Education: A Case Study of Qatar". W Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0180.

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The importance of online education and online learning has gained colossal importance during the present era. Despite online education being the savior during the current pandemic, its implementation was/has been quite puzzling. This article describes a novel approach to the execution of an E-STEM (online- Science, technology, engineering, mathematics) course for school students by integrating the near-peer mentoring approach. Wherein, the undergraduate (UG) students were the near-peer mentors, who had mentored/guided the school students (middle school & high school). Even though the E-STEM course was developed & presented by the STEM professionals, it was the near peer-mentors who were responsible for the constant motivation & assessment of the school students. The paper displays several roles of the UG mentors, predominantly aiding the students’ motivation and also their assessment via a triangulation assessment approach: with the UG mentors being responsible for the indirect and embedded assessment of the students. The STEM course was efficaciously conducted for 56 students of high school and middle school students, involving 16 undergraduate near-peer mentors. Various E-tools and student-feedback mechanisms were used to implement the E-STEM course in a student-centered manner. Thereby, to reveal the success of the model, the student’s feedback, pre-post questionnaires, and text message transcripts were investigated. The constructive roles of undergraduate mentors, in aiding the school students towards their active engagement, and STEM innovations, during E-learning, have been validated. A clear comparison had been made between the behavioral aspect of the high school students and middle school students with the UG mentor. Therefore, unlike many studies that had shown the success of the near-peer mentoring model, our article addresses the underlying process, that contributes to the success with a distinct comparison between the two (prior mentioned aspect).
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Siew, Nyet Moi. "DEVELOPING STUDENTS’ 21ST CENTURY SKILLS IN STEM MENTOR-MENTEE OUTREACH PROGRAMS". W SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.166.

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STEM education has increasingly drawn attention internationally in recent years. In Malaysia, efforts to encourage students to take up STEM subjects have risen, but student enrolments in almost every STEM subject area have continued to fall over the last decade. The situation is even more challenging in Sabah, an East Malaysian state where 72 percent of its schools are located in rural areas with basic utilities and limited infrastructures. Therefore, a STEM Mentor-Mentee outreach program through university-school partnership was developed to address the gap in STEM education attainment. The program targeted tenth graders (aged 16 years) from rural secondary schools to help them learn STEM by relating it explicitly to their local environment. STEM activities were guided by the engineering design process while harnessing their 21st century skills. Mentors consisting of in-service and pre-service teachers who provided guidance, support and assistance to mentees. Data were captured through mentees’ responses to open-ended questions, mentors’ field notes, focus group observation and interviews. A total of 732 students, 342 in-service and 99 pre-service teachers were involved in the programs from 2015 to 2019. Findings suggest that the program was able to develop creativity, problem solving, critical thinking and teamwork skills among rural secondary school students. Keywords: 21st century skills, mentor-mentee, outreach program, rural schools, STEM Education, university-school partnership
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Charania, Amina, Freda Wolfenden, Durba Sarkar, Simon Cross, Sohini Sen, Sumegh Paltiwale i Lina Adinolfi. "The Formation of Mentor Teachers and their Role in Professional Development of Rural Teachers at Scale in the COVID Lockdown Period in India". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.650.

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The COVID Lockdown Period (CLP) pushed many teachers including rural teachers from India to embrace technology enabled teaching. Continuous Professional Development (CPD) of these teachers to improve equity, scale, and quality needed experienced and motivated mentors to offer online support to teachers. The National Education Policy (NEP, 2020) in India suggests a mission for mentoring and various CPD tools for tracking the career progression of teachers. The purpose of the study is to understand the CPD process of teacher turned mentors, and in what ways prior experience of CPD supported their mentoring role and motivation as mentors in the new context. The paper made suggestions on systemic integration of mentor teachers in state machinery, advocate career advancement for the mentor teachers to scale and sustain quality CPD in the system.
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Islam, Nazmul, i Amy A. Weimer. "Outcomes of the Student Mentoring and Research Training (SMART) Program". W ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88684.

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Engaging undergraduate students in research not only improves discipline-specific knowledge and skillsets, but also exposes them to increased research-related career paths, and motivates their pursuit of graduate study. With an interest in increasing these outcomes among students, the University of Texas Rio Grande Valley (UTRGV) developed the Student Mentoring and Research Training (SMART) program. The primary objective of the program was to provide an increasing number of undergraduate student (UG) research opportunities by building triadic teams comprised of (1) a faculty mentor, (2) a graduate student assistant, and (3) at least three undergraduate students. By utilizing graduate student mentors, in collaboration with faculty researchers, an increased number of undergraduates could benefit from participation in these experiential learning opportunities. SMART also encouraged graduate student professional development as each graduate student oversaw a research project and was responsible for mentoring the UGs over a five-week period of employment. Three professional development workshops were implemented for graduate mentors. Workshops focused on teaching graduate students best practices in teaching of research skills, and building motivation, teamwork, and leadership. Pre- and post-test surveys were used to assess program effectiveness. Findings are reported on SMART program outcomes, which include analyses of quantitative and qualitative data collected from undergraduate student mentees and graduate student mentors during the first year of program implementation.
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Gersting, Judith L., i Frank H. Young. "Student mentors". W Working group reports from ITiCSE. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/349316.349383.

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Christensen, Darcie, i Idalis Villanueva Alarcón. "Peer mentorship: exploring the unmet needs of current mentees during Covid-19". W SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1250.

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Peer mentorship is a mutually beneficial relationship that allows two individuals who are at approximately the same experience level to interact with one another with the goal of providing personal, professional, or both types of support. It has been found that peer mentorship within academic settings have generally positive retention, persistence, and student experience outcomes for both mentors and mentees. While peer mentoring research and initiatives are growing, very few instances exist of determining student perceived needs regarding peer mentorship. As such, at a western institution in the United States, students were surveyed to self-report their perceived peer mentorship needs. This survey occurred during Fall 2021, just after the onset of the COVID-19 pandemic. Out of 223 participants, 79 students indicated that they currently had a peer mentor at the time the survey was administered. Students were given both a definition and examples of peer mentorship before indicating they had a peer mentor. Their mentors may have been formally assigned through an existing program at the college of engineering of interest or informally obtained through their own efforts. These 79 participants were asked what additional support they wish their peer mentor could provide. Through phenomenological analysis of open-ended responses, common avenues for additional support were determined. These findings allowed for development of recommendations for shaping the future implementation of more targeted and beneficial peer mentoring initiatives. The recommendations include providing flexibility in peer mentorship, training on resources and events, and a variety of peer mentoring opportunities early and consistently.
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Raporty organizacyjne na temat "Mentors"

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Knouse, Stephen B., i Schuyler C. Webb. Mentors, Mentor Substitutes, or Virtual Mentors? Alternative Mentoring Approaches for the Military. Fort Belvoir, VA: Defense Technical Information Center, październik 1998. http://dx.doi.org/10.21236/ada360845.

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Knouse, Stephen B., i Schuyler C. Webb. Mentors, Mentor Substitutes, or Virtual Mentors? Alternative Mentoring Approaches for the Military. Fort Belvoir, VA: Defense Technical Information Center, październik 1998. http://dx.doi.org/10.21236/ada358224.

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Brattman, Marian, Bernard Barrett i Angela Feeney. Research and Information Mentor Strategy. Tusla: Child and Family Agency, lipiec 2017. http://dx.doi.org/10.52516/rs0002.

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The following strategy outlines the rationale for the role of the newly-named Research and Information Mentors, their role function; the process of selecting, recruiting and retaining Mentors; proposed research and information activities; quality assurance, monitoring and evaluating impact; and an implementation plan.
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Saiki, Diana, Jay Kandiah, Kara Tripp i Val J. Birk. University Student Mentors: Serving Populations in Transition to College. Ames (Iowa): Iowa State University. Library, styczeń 2019. http://dx.doi.org/10.31274/itaa.8450.

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Scovill, Kent, i Corinna Tucker. Coös youth with mentors more likely to perceive future success. University of New Hampshire Libraries, 2013. http://dx.doi.org/10.34051/p/2020.202.

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Temin, Miriam, Sarah Blake i Eva Roca. Mentoring in group-based adolescent girl programs in low- and middle-income countries: Evidence-informed approaches. Population Council, grudzień 2023. http://dx.doi.org/10.31899/sbsr2023.1058.

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Adolescent girls face distinct challenges that require tailored and girl-centered responses. This brief draws on the knowledge of program implementers and researchers who work on community-based girl group (CBGG) programs (often called “safe spaces”) in various low- and middle-income settings and the US. It summarizes emerging lessons and insights on CBGGs, emphasizing the vital role that mentors play in this group-based model. The evidence emphasizes the importance of providing mentors with training, supervision, compensation, solidarity, and opportunities to build their own networks.
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Saul, Grace, i Waimar Tun. Learnings from past interventions in the digital era: Evidence-based considerations for adolescents’ programming using information and communication technologies. Population Council, grudzień 2022. http://dx.doi.org/10.31899/sbsr2022.1040.

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This commentary examines key lessons from evidence-based adolescents’ programs—related to intentional recruitment, the role of mentors, and multi-level intervention strategies—and how the adoption of digital technologies can create opportunities to strengthen programs, provided that evidence-based lessons remain at the core of intervention strategies.
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Watson, Sophie, Sally Boyd i Teresa Maguire. Supporting early career teachers and kaiako: Experiences of mentoring, induction, and PLD. NZCER, 2023. http://dx.doi.org/10.18296/rep.0035.

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This report explores the support that early career teachers | kaiako (ECT|K) in English-medium early childhood education, primary, and secondary centres need. It includes an examination of aspects of the mentoring process that are working well for both ECT|K and their mentors and suggests ways this support could be improved.
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Schulte, Rebecca. Special Education Teacher Candidates and Mentors: Case Studies of Collaboration in Pre-service Field Experiences. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1028.

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Koran, J. J. Jr. Science teachers and docents as mentors to science and mathematics undergraduates in formal and information settings. Final report. Office of Scientific and Technical Information (OSTI), październik 1993. http://dx.doi.org/10.2172/674650.

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