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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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Whiting, Jack Robert, Sam Wickham i Darren Beaney. "Medical student mentors in widening access to medicine programmes: 'we're lighting fires, not filling buckets '". Widening Participation and Lifelong Learning 22, nr 2 (1.07.2020): 205–24. http://dx.doi.org/10.5456/wpll.22.2.205.
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Background: Widening Access to Medicine (WAM) supports nontraditional applicants throughout application to study medicine and beyond. Many WAM programmes use medical student mentors, however, there is a paucity of research into what makes a good WAM mentor and what qualities they require. This research helps fill a gap in the literature about WAM scheme mentors and provides context for recruitment/training.<br/> Methodology: Purposive sampling was used to select three year 9 mentees, four year 9 mentors, four year 12 mentees and four year 12 mentors. No limitations were placed on gender or ethnicity. Thirty-minute semi-structured interviews were recorded, transcribed and analysed qualitatively, drawing on an interpretative phenomenological analysis approach. This study received ethical approval from the Brighton and Sussex Medical School (BSMS) Research Governance and Ethics Committee.<br/> Results: Four main themes were identified: mentor – mentee relationship, mentor background and attitudes towards WAM, qualities and behaviours of mentors and differences between year 9 and year 12 mentors.<br/> Discussion and conclusions: The results are discussed within the context of the existing literature. This research identifies the requirements for WAM mentors from both mentors and mentees' perspectives. This will inform future WAM schemes run at BSMS and may provide a basis for future research and improvement of WAM mentors nationwide.
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Durbin, Dennis R., Stephanie C. House, Emma A. Meagher i Jenna Griebel Rogers. "The role of mentors in addressing issues of work–life integration in an academic research environment". Journal of Clinical and Translational Science 3, nr 6 (15.10.2019): 302–7. http://dx.doi.org/10.1017/cts.2019.408.
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AbstractIntroduction:There is growing evidence for both the need to manage work–life conflict and the opportunity for mentors to advise their mentees on how to do this in an academic research environment.Methods:A multiphase approach was used to develop and implement an evidence-informed training module to help mentors guide their mentees in issues of work–life conflict. Analysis of existing data from a randomized controlled trial (RCT) of a mentor training curriculum (n = 283 mentor/mentee dyads) informed the development of a work–life mentoring module which was incorporated into an established research mentor training curriculum and evaluated by faculty at a single academic medical center.Results:Only 39% of mentors and 36% of mentees in the RCT indicated high satisfaction with the balance between their personal and professional lives. The majority (75%) of mentors and mentees were sharing personal information as part of the mentoring relationship which was significantly associated with mentees’ ratings of the balance between their personal and professional lives. The effectiveness of the work–life module was assessed by 60 faculty mentors participating in a mentor training program at an academic medical center from 2013 to 2017. Among the respondents to the post-training survey, 82.5% indicated they were very/somewhat comfortable addressing work–life issues with their mentees as a result of the training, with significant improvements (p = 0.001) in self-assessments of mentoring skill in this domain.Conclusions:Our findings indicate that a structured training approach can significantly improve mentors’ self-reported skills in addressing work–life issues with their mentees.
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Zvaigzne, Anda, i Inta Kotāne. "MENTORING AS ONE OF THE PREREQUISITES FOR THE DEVELOPMENT OF THE ENTREPRENEURIAL ENVIRONMENT". ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 1 (20.06.2019): 359. http://dx.doi.org/10.17770/etr2019vol1.4088.
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The quality of the entrepreneurial environment is one of the preconditions for the competitiveness of the national economy of Latvia. Mentoring in entrepreneurship is mainly used to foster the expansion of new and less-experienced enterprises. Cooperation between a mentor and a mentee gives opportunities for the mentee to grow and develop. The paper is based on the implementation results for the research grant "Mentoring Opportunities for Entrepreneurship Development in Rezekne Municipality”. The research aim is to examine mentoring as one of the preconditions for the development of the entrepreneurial environment. The research results revealed that mentoring could be one of the most effective ways how to promote an increase in the number of entrepreneurs and economic growth. Potential mentors rated a mentor’s knowledge of relevant business legislation and how to enter a new market and attract a new cooperation partner as “important” and “very important”. Mentees, in contrast, wished to make new contacts, acquire new cooperation partners and attract investments and funds with the help of their mentors as well as expected that their mentors would help them to reveal their personal potential and how to effectively use it in entrepreneurship. The key traits needed by mentees, the potential mentors referred to, confirmed the theoretical principles of mentoring – mentors have to hear and listen and to help their mentees to find answers to problems themselves. In Rezekne municipality, mentoring in entrepreneurship could contribute to the development of less-experienced enterprises. Accordingly, it is necessary to continue the research begun by the authors, identifying and creating a database of potential mentors and mentees in the other municipalities of Latgale region who can and are ready to engage in the business mentor network. Research methods used: monographic and descriptive, analysis, synthesis, statistical analysis and a sociological method – surveying. The research was done based on relevant research studies by foreign and national scientists as well as industry experts, data of the Central Statistical Bureau and other information sources.
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Alfi, Mohammed Al, Chandra Sekhar Kalevaru, Unaib Rabbani, Abdullah M. AlSaigul, Omer Al Yahia, Abdulaziz Almutairi, Ali Mosa Al-Harbi i Azza Abdulmajeed Ahmed. "Experience of a Formal Mentorship Program at Saudi Board Family Medicine Residency Program in Qassim, Saudi Arabia". Journal of Education, Society and Behavioural Science 36, nr 3 (22.02.2023): 12–23. http://dx.doi.org/10.9734/jesbs/2023/v36i31211.
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Background: Health care institutes started mentorship programs for the professional and social development of trainees and junior health care staff. The objective of the present study was to find the perceptions of mentees and mentors about the process of the mentorship program at Qassim Family Medicine academy.
Methodology: A cross-sectional study was carried out among the mentees (60) and mentors (31) affiliated with Family Medicine Academy, Qassim in September 2022. Data was collected using a semi structured questionnaire. Data was analyzed with SPSS.
Results: A total of 60 mentees and 31 mentors participated. The majority of mentees opined that the mean number of mentor meetings was 2.76 per year. Mentees perceptions about clear objectives in their meeting was 71.7%, the same percentage (70%) mentioned as opportunity to discuss strengths and weaknesses in the mentor meeting. Sevety-seven percent of the mentors opined that mentee achieved their set targets large extent to fully. The mentees mean overall satisfaction and standard deviation about the mentorship program was 7.5 ± 2.72, mentors overall satisfaction was reported 7.8 ± 1.7 out of 10.
Conclusions: Based on the findings, mentors and mentees were overall satisfied with the mentorship program. But, Mentees’ perceptions about social or psychological problems and professional development agreed was nearly fifty percent only. On the other hand, mentors had concerns related to the keenness of mentees for the mentorship meeting. There is a need to focus on these domains in the forthcoming mentorship programs.
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DRUZHININA, Anastasia Aleksandrovna. "MENTORING TECHNOLOGY IN SOCIAL SPHERE SPECIALISTS’ TRAINING". Tambov University Review. Series: Humanities, nr 174 (2018): 15–21. http://dx.doi.org/10.20310/1810-0201-2018-23-174-15-21.
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We consider the mentoring technology, basic models of mentoring and mentor’s roles. The relevance of implementing this technology into social sphere specialists’ training is substantiated. We present the project “Mentoring for Students, Future Bachelors of Social Work”, which is aimed to develop professional competencies of students on training direction 39.03.02 Social Work, we also suggest this project to realization. During realization of the project students will get the support of a senior student, an alumnus, a lecturer, a head of social organization. The main goal of the project is to provide individual support for the professional development of stu-dents in the field of Social Work with the resources of mentoring. The main activities of the pro-ject (meeting with mentors (head-mentor, senior student – mentor, graduate-mentor), entrance survey (with mentors and mentees (protege)), information conversations with the mentor-head of the social organization of the Tambov Region (supervisor-mentor), training from a senior course student-mentor (winner of the contest “Active generation”) and graduate (winner of the competition of research), business game “Activities of Social Sphere Specialist” (graduates-mentors), participation in the Olympics, conference on the results of participation in the project, protection of joint with mentors of social projects, publication of recommendations). The models of mentoring, which can be used in the implementation of the project: the model “buddying”, mentoring on the principle of “equal – equal”, shadowing, mentor-navigator. The benefits received by both the mentee and the mentor are summarized. We present the results of a survey conducted with students of the direction 39.03.02 Social Work aimed at determining the relationship to the technology of mentoring.
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Farrukh, Khadija, i Yasmeen Mehr. "Impact of Mentor-Mentee Relationship on Autonomy development of Mentees in Health Professional Education". Journal of Fatima Jinnah Medical University 17, nr 1 (31.03.2023): 03–06. http://dx.doi.org/10.37018/jfjmu/kha/3622.
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Background: There is growing evidence in literature on how student autonomy promotes motivational and well-being in medical students. Now a day there is lots of stress on medical students, mentoring is a simple technique to support our students but how mentors are to be train to give effective support is another challenge. Our study aims to explore the awareness of mentors on impact of mentor-mentee relation on autonomy development of mentees in health professional education. Mentor-mentee relationship can supports or constrain autonomy development of mentees this study explored the phenomenon from mentor perspective. Methodology: Qualitative case study design and interpretivist paradigm was used; study duration was six months in bahria university health sciences campus. Data was collected using unstructured interviews until data was saturated. Four individual interviews of mentors using video eliciations, in which mentors reflected on their recent mentoring interaction with mentees and two focus group discussion of 90-120 minutes duration. Eight mentors were included in each focus group discussion. Total of twenty mentors participated in study by fulfilling inclusion creteria. Open-ended non-directive questions were asked. Self- determination theory was used for guiding interviews. Pattern matching was used for data analysis, it seeks to condense the participant’s response to thematic units and synthesis of essential themes in order to describe them. Results: Essential themes were identified after data analysis, “Conversation on behavior change”, “uncertainty on the extent to which they impact autonomy” and “social Factors” Conclusion: Mentors were not certain on the extent to which they impact autonomy in mentees. Mentors training is required to develop skills of autonomy- supportiveness. Mentors should have clear guidelines regarding autonomy supportiveness well-being and professional growth. Autonomy supportiveness should continue parallel to professional identification development in undergraduate medical students.
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Hartzler, Andrea L., Megan N. Taylor, Albert Park, Troy Griffiths, Uba Backonja, David W. McDonald, Sam Wahbeh, Cory Brown i Wanda Pratt. "Leveraging cues from person-generated health data for peer matching in online communities". Journal of the American Medical Informatics Association 23, nr 3 (5.02.2016): 496–507. http://dx.doi.org/10.1093/jamia/ocv175.
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Objective Online health communities offer a diverse peer support base, yet users can struggle to identify suitable peer mentors as these communities grow. To facilitate mentoring connections, we designed a peer-matching system that automatically profiles and recommends peer mentors to mentees based on person-generated health data (PGHD). This study examined the profile characteristics that mentees value when choosing a peer mentor. Materials and Methods Through a mixed-methods user study, in which cancer patients and caregivers evaluated peer mentor recommendations, we examined the relative importance of four possible profile elements: health interests, language style, demographics, and sample posts. Playing the role of mentees, the study participants ranked mentors, then rated both the likelihood that they would hypothetically contact each mentor and the helpfulness of each profile element in helping the make that decision. We analyzed the participants’ ratings with linear regression and qualitatively analyzed participants’ feedback for emerging themes about choosing mentors and improving profile design. Results Of the four profile elements, only sample posts were a significant predictor for the likelihood of a mentee contacting a mentor. Communication cues embedded in posts were critical for helping the participants choose a compatible mentor. Qualitative themes offer insight into the interpersonal characteristics that mentees sought in peer mentors, including being knowledgeable, sociable, and articulate. Additionally, the participants emphasized the need for streamlined profiles that minimize the time required to choose a mentor. Conclusion Peer-matching systems in online health communities offer a promising approach for leveraging PGHD to connect patients. Our findings point to interpersonal communication cues embedded in PGHD that could prove critical for building mentoring relationships among the growing membership of online health communities.
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Kale, Mr Ashutosh. "E-Mentoring System". INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 07, nr 11 (1.11.2023): 1–11. http://dx.doi.org/10.55041/ijsrem26738.
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Tutoring has long been a proven method of increasing mentee motivation and performance. However, traditional training methods can be replaced by using electronic training. This new system works on a client-server model and seamlessly connects mentors and mentees. It simplifies the process of accessing mentee information and provides mentors with easy access to important mentee information. The main purpose of this process is to provide mentors with a deeper understanding of the challenges mentees face, ultimately helping to improve mentee performance. It also has a ranking system that allows mentors to evaluate mentees’ academic performance and provide assistance to those in need. Key Words: Mentor, Mentee Management, Education, Career Development.
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Duin, Ann Hill, Elizabeth Lammers, Lisa D. Mason i Michael F. Graves. "Responding to Ninth-Grade Students via Telecommunications: College Mentor Strategies and Development over Time". Research in the Teaching of English 28, nr 2 (1.05.1994): 117–53. http://dx.doi.org/10.58680/rte199415381.
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The goal of this study was to expand our understanding of mentoring situated within electronic exchanges. Focusing on three graduate and five undergraduate mentors’ responses via telecommunications, we explored the strategies mentors used to make their reading and understanding of the texts explicit to their students, the responses mentors provided to demonstrate how students might revise, and mentors’ perceptions toward mentoring. Mentors responded to eight drafts from 24 ninth-grade students over an eight-week period, generating an average of 20 comments per student draft. Data collected included response grids of each mentor’s comments to students, interviews with mentors midway and at the end of the study, and journals kept by the mentors. Results showed that mentor pre-project expectations about responses they might make to students did not correspond to their actual responses, and that as the project progressed, mentor responses formed patterns corresponding to the draft of the students’ writing assignment. Additional differences were found based on mentors’ previous teaching experience, gender, and requests for feedback. Mentors expressed as their greatest difficulty not knowing which comments were perceived by students as most helpful
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Zilka, Gila Cohen. "Mentoring Approaches Preferred by Mentors in Their Work With Immigrant Youths". Review of European Studies 14, nr 1 (19.01.2022): 1. http://dx.doi.org/10.5539/res.v14n1p1.
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The aim of the present study was to examine the preferred approach used by mentors to work with immigrant youths, describe how they carry out their work and why they chose to work that way, and analyze what is their initial assumption in their work with immigrant youths. The approaches are personal growth, mentoring as situational learning, mentoring that focuses on problem-solving problem and mentoring as a research process. One hundred and fifty mentors participated in the study. Each of them worked regularly with five Israeli immigrant youths. The findings show that the mentors adapted the work process to their mentees, but chose an approach that best suited their personality and worldview. A mentor who preferred the “mentoring as personal growth” approach may find it difficult to work in the “mentoring as situational learning” approach. All mentors mentioned a sense of mission they had in working with immigrant youths. The mentors used concepts such as “awareness” and “mindfulness,” and spoke about the attention that allows the mentor and mentee a focused view of the present, of what is happening here and now, as a key to a meaningful process in each of the approaches. All the mentors mentioned the principle of communication as a central principle in their work and the importance of having a meaningful dialogue with the mentees. Another principle mentioned by all the mentors was that of building trust between them and their mentees. They developed the mentees' confidence in themselves and their abilities, in the sense that they were capable enough to act, perform, and succeed; and developed trust in the fact that the mentors did want what was best for the mentees, accepting the mentees with their strengths, impulses, and weaknesses.
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Conway, Colleen, i Al Holcomb. "Perceptions of Experienced Music Teachers Regarding Their Work as Music Mentors". Journal of Research in Music Education 56, nr 1 (kwiecień 2008): 55–67. http://dx.doi.org/10.1177/0022429408323073.
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The purpose of this study was to examine the perceptions of experienced music teachers regarding their preparation for and experience of mentoring in a 2-year mentor project focusing on the support of teachers in Title I schools in Orlando, Florida. Data included the following: initial expectations of mentoring from Year 1 (note cards), biggest challenges from Year 2 (note cards), mentor development session interactions from Years 1 and 2, interviews with mentors at the end of the study period, and research logs from the two researchers. Findings suggest that mentors need mentors; time management is a challenge for mentors; communication with the mentee is a challenge; observations of the mentees are necessary but difficult; technology can be a positive resource for mentor and mentee interaction; and mentors struggle to keep mentee interactions in the realm of support and not evaluation.
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Garner, Curtis M., Allyn Byars, Michael Greenwood i Karen A. Garner. "16PF in Screening for Appropriateness of Mentors". Psychological Reports 92, nr 1 (luty 2003): 35–42. http://dx.doi.org/10.2466/pr0.2003.92.1.35.
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The utility of the Sixteen Personality Factor Questionnaire, Fifth Edition (16PF) as an indicator of mentor effectiveness was examined. A random sample of the 16PF scores of 74 mentors was drawn from a population of 837 mentors from Big Brothers Big Sisters. Caseworkers rated mentor's effectiveness using a rubric developed for this purpose. The rubric showed good interrater agreement. Caseworkers' ratings of mentor's effectiveness was used to rate mentors systematically as appropriate or inappropriate. The 16PF scores of mentors were compared at an alpha level of .05 for appropriate and inappropriate groups using independent t tests and multivariate analysis of variance, which reflected significant differences between male and female mentors on Factors E and Q3. Significant differences were also found between “appropriate” and “inappropriate” mentors on Factors L and Q4. These differences reflected only moderate effect sizes and lacked practical significance or meaning. The results suggest that, while the 16PF discriminates statistically between “appropriate” and “inappropriate” mentors, in terms of practical significance, the questionnaire is not particularly useful as an initial screening tool.
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Spence, John Paul, Christina R. Santangelo, Jennifer L. Buddenbaum, Aaron E. Carroll i Matthew R. Allen. "38460 Independent Investigator Incubator (I3) yields external funding within three years for the majority of junior faculty". Journal of Clinical and Translational Science 5, s1 (marzec 2021): 64. http://dx.doi.org/10.1017/cts.2021.567.
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ABSTRACT IMPACT: The Independent Investigator Incubator program provides 1:1 mentoring from ‘super-mentors’ to enhance junior faculty careers in research. OBJECTIVES/GOALS: In 2014, the Indiana University School of Medicine (IUSM) in collaboration with the Indiana CTSI established the Independent Investigator Incubator (I3) Program. The I3 Program is designed to provide 1:1 mentoring for new research faculty during the crucial early years of their careers. Our goal is to provide an overview of the I3 design and 5-year data. METHODS/STUDY POPULATION: The I3 Program employs a resource-sharing, centralized design that provides concentrated 1:1 mentorship from a senior faculty ‘super mentor’ as well as other resources, such as grant writing support. Unlike many mentorship programs, I3 mentors closely interact with the mentees within the School and are compensated for their efforts (5% full-time equivalency per mentee, max of 15%). The number of ‘super mentors’ has grown from 6 to 15 faculty over 5 years, and mentors typically serve 4 to 5 mentees. Mentee applications are accepted on a rolling enrollment basis. The I3 mentees represent a diverse group based on sex, ethnicity, terminal degree, academic track, and discipline. Mentors and mentees have annual reviews through the program. RESULTS/ANTICIPATED RESULTS: In five years, 110 mentees have enrolled in the I3 program. Upon entering, 53% had no external funding, 28% had internal funding, 12% had K-awards, 7% had R03/R21 awards. Over the first five years, 75% have received extramural funding. The median funding was $340,000 with nearly a third of mentees securing grants > 1 million in direct costs. For mentees who joined the program in its first three years (n=59), the average time to a notable extramural grant (defined as a NIH or foundation grant >$300K direct costs) was 2.2 years (median - 2.6 years). Nearly all mentees were satisfied with their mentor pairing based on the mentor’s ‘availability’ and ‘valuable feedback,’ and all mentees wanted the mentoring relationship to continue DISCUSSION/SIGNIFICANCE OF FINDINGS: Since 2014, the I3 Program has had a positive impact on the careers of junior faculty at IUSM as determined by faculty satisfaction and funding metrics. Future focus areas will include developing criteria/models for graduating from the program to balance fiscal sustainability with mentee needs during their transition to mid-career.
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Zainol, Jamaluddin, i Abdus Salam. "An Audit on Mentor-Mentee Program: Mentees Perceptions on Mentors". Bangladesh Journal of Medical Science 20, nr 4 (18.06.2021): 840–47. http://dx.doi.org/10.3329/bjms.v20i4.54143.
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Introduction: Mentor-mentee program is essential for mentees’ development. The objective of this paper was to investigate mentees’ perceptions on their mentors.
Methods: A questionnairesurvey among all-50 clinical-medical students who mentored by 16 faculty members at Widad University College(WUC)Malaysia, was conducted in 2019.A standardized-questionnaire that examined the mentorship-roles, communication-frequencies, mentor-mentee-relationships and mentoring-effectiveness was used. Relationship was measured by a 4-point scale against each of satisfaction, importance, support, and impact while effectiveness was measured using 0-5 scale on 11-behavioral-skills.
Results: Response rate was 92%; only 17% mentees perceived, their mentors played all five mentorship-roles while 30% played only one role. Though 41% mentees had ≥6 communications per-semester with mentors, one year-5 mentee had no-communication at all. Over 16 mentor-mentee relationship and 55 mentoring-effectiveness scores, the mean relationship and effectiveness score was 12.03(75%) and 37.45(72%) respectively. Mentees expected more communication-sessions and their contributions to be acknowledged.
Conclusion: Mentor-mentee program at WUC revealed 75% and 72% respectively in mentormentee- relationship and mentoring-effectiveness, which is good. However, faculty needs to play more mentorship-roles and acknowledged mentees’ contributions. Addition of portfolio and reflective-writing in the curriculum will benefits in monitoring mentees’ development. Educational managers should pay attention to this and adequate training of mentors to fulfil the mentees’ needs.
Bangladesh Journal of Medical Science Vol.20(4) 2021 p.840-847
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McConnell, Kat R., i Rachel Louise Geesa. "Filling the gaps: how the non-faculty mentor role contributes to the doctoral program support structure". International Journal of Mentoring and Coaching in Education 10, nr 2 (27.01.2021): 188–202. http://dx.doi.org/10.1108/ijmce-01-2021-0004.
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PurposeThe purpose of this paper is to investigate mentors' and mentees' perspectives of the mentor role within an education doctoral mentoring program at a mid-sized public institution.Design/methodology/approachData from individual interviews with mentors and mentees were collected as part of a larger case study of a doctoral mentoring program. Mentees were doctor of education (EdD) students in their first and second years of the program. Mentors were identified as individuals who graduated from or are further along in the doctoral program. Five (N = 5) mentees and seven (N = 7) mentors participated in interviews, which were then transcribed and coded to identify emergent themes, along with transcripts of presentations given by the mentors.FindingsFour themes emerged within the data: differentiating support roles, mentoring as a way to identify gaps in doctoral student needs, mentoring as support for doctoral student success and ways to provide suggestions for mentoring program improvement. Results indicated that mentors and mentees viewed the mentor role as being unique from the roles of faculty advisor and dissertation chair. Mentors and mentees alike responded positively to virtual mentoring.Research limitations/implicationsParticipation by mentors and mentees was limited to first- and second-year doctoral students; thus, dissertation-stage students' perceptions of mentoring could not be determined. Implications include the value of mentoring in filling the gaps of support for doctoral students and the capability of mentoring programs to be adapted to unexpected circumstances such as the COVID-19 pandemic.Originality/valueThis study targets scholar-practitioner students in an EdD program, who are often overlooked by mentoring literature, and distinguishes research between faculty mentoring and mentoring performed by other students/recent graduates. Additionally, the pandemic gave the authors an opportunity to explore adapting mentoring to virtual formats.
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Miville, Marie L. "No Rest for the Nasty: Mentoring as Mobilizing for Change and Advocacy". Counseling Psychologist 46, nr 1 (styczeń 2018): 100–115. http://dx.doi.org/10.1177/0011000018754323.
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This paper presents the continuing need for effective mentoring in the face of social justice inequities in higher education and the larger society. The importance of persistence and resistance as essential qualities of mentors and mentees is emphasized, as well as the integral links of the personal, political, and professional components of psychological work. A discussion of impactful mentors is presented, including family, academic, cultural, professional, and peer mentors. A final section focuses on current mentees, who in turn will mentor future generations.
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Popham, Joanne, Catherine O'Leary i Ashraf Mikhail. "Establishing peer support services for renal patients: a Welsh experience". Journal of Kidney Care 7, nr 3 (2.05.2022): 128–35. http://dx.doi.org/10.12968/jokc.2022.7.3.128.
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Patients with chronic kidney disease would benefit from peer support. The authors describe their experience in establishing the service in Wales. The essential requirements for establishing the service are explained. In addition to identifying suitable staffing, a structured and accredited training program for mentors is essential for the success and maintenance of the service. Formal training enables peer mentors to develop their listening skills, communicate effectively and clearly with mentees and identifies ways to deal with any challenging scenarios the mentor may face while providing their peer support. Policies to retain and reward mentors for their contribution are essential to sustain the service, develop the mentor's skills and expand the service that is not currently recognised or funded by healthcare providers. This article provides an outline of the process required to establish an active and long-term peer support programme, based on our local experience in south west Wales. The authors conclude by providing some quotes from their current mentors, describing how rewarding their involvement in the support process has been and summarising key elements needed to sustain an active peer support service and vision for future development.
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Daellenbach, Shanti, Lesley Dixon, Mary Kensington, Christine Griffiths, Nicole Pihema, Jean Te Huia, Dinah Otukolo i Elaine Gray. "Midwifery mentorship in Aotearoa New Zealand: The mentors’ perspective". New Zealand College of Midwives Journal 60 (31.12.2024): 1–8. http://dx.doi.org/10.12784/nzcomjnl.246002.
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Background: In Aotearoa New Zealand, midwifery mentoring aims to develop professional confidence and is formalised in a number of programmes to support sustainable midwifery practice in different settings. Mentoring is shown to be beneficial for mentee midwives, but little is known about the impact on the person who is doing the mentoring. Aim: To explore the key attributes that underpin midwifery mentoring in Aotearoa New Zealand from the mentors’ perspective; how these are applied by mentors within the mentoring relationship; and what impact this has on them professionally. Method: This qualitative research used focus groups with mentor midwives identified from the Find Your Mentor database. A semi-structured topic guide used seven simple open-ended questions to stimulate discussion. Discussions were transcribed and analysed using the 6 steps of Braun and Clarke’s (2006) inductive thematic analysis. Findings: Four main themes were identified. The mentors described Creating an empowered, safe space in which power was balanced with trust and respect, and confidentiality built so that experiences could be shared and reflections supported. The second theme identified the mentors’ role in Building a support infrastructure which focused firstly on the mentees’ development, ensuring professional knowledge and professional responsibilities were met, and secondly on building a network of professional relationships to enable safe practice. The third theme Supporting professional cohesion described how the mentors and the profession benefit from the understanding and acceptance of different ways of practising midwifery and different midwifery roles as seen through the mentees’ lens. The final theme Sustaining midwifery practice described how mentoring keeps mentors up to date and that, by supporting the work-life balance of the mentees, they also reflect on their own work-life balance and holistic wellbeing. The enthusiasm of the mentored midwives affirmed and fed the mentors’ own passion for their roles as both a midwife and a mentor, and reflected positively for the health of the profession. Conclusion: Midwifery mentoring relationships benefit both mentees and mentors, and support cohesion and sustainability within the profession.
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Cui, Shasha. "International Student Mentor Development Study". Journal of Comparative & International Higher Education 11, Winter (14.03.2020): 100–102. http://dx.doi.org/10.32674/jcihe.v11iwinter.1549.
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Peer mentorship programs are promoted as reciprocal, where both mentors and mentees benefit; however, the majority of qualitative research focuses on the positive outcomes for mentees, while few (Haggard et al., 2011; Heirdsfield et al., 2008) focus on the experiences and positive outcomes for mentors. International student peer mentorship programs help mentors develop leadership, intercultural communication, and professional skills as they help others and interact with students from different cultures and backgrounds (Haggard et al., 2011).
This research study is going to fill the gap and contribute to international higher education by focusing on student peer mentors’ self-experience and how they value their roles. The research project specifically seeks to address the following questions: How do student mentors perceive and value the experiences of being peer mentors for international students? How does the international student peer mentor program contribute to mentors’ development?
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Skarbaliene, Aelita. "The Correlations Between Mentors‘ Leadership Competencies And The Functions Performed By The Mentors". European Scientific Journal, ESJ 12, nr 8 (30.03.2016): 1. http://dx.doi.org/10.19044/esj.2016.v12n8p1.
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Although it is acknowledged positive mentor’s influence to mentee’s development, but not many researches were done to find personal and professional qualities that makes mentor to perform his or her functions better. The lack of such researches encouraged to carry out the research and to determine if the mentor’s leadership competencies have an effect on performance of mentor’s functions, i.e. to determine the correlations between the mentor’s leadership competencies and the quality of mentor’s functions performed. It was determined average strong, statistically significant linear positive correlation between mentor’s leadership competences and the quality of mentor’s functions performed. This correlation means that if mentor has stronger leadership competences, he or she performs mentor‘s functions better.
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Davidson, Sarah, Meta McGee, Julie Anderson i Stephen Moore. "Expanding the Scope of Mentoring for Psychiatry Trainees in Northern Ireland". BJPsych Open 8, S1 (czerwiec 2022): S21. http://dx.doi.org/10.1192/bjo.2022.121.
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AimsThe Northern Ireland psychiatry mentoring scheme, in which higher trainees mentor core trainee year 1 (CT1) doctors, has been running for four years. In this year's scheme, implemented in August 2021, we have expanded the scope of the scheme and implemented an online platform to match and connect mentors and mentees. Our aim was to gather baseline data regarding the experiences of mentors and mentees and to capture information regarding the content of mentoring meetings and attitudes towards format of meetings.MethodsHigher psychiatry trainees were invited to sign up as mentors through the Northern Ireland Medical and Dental Training Agency (NIMDTA) and Royal College of Psychiatry Northern Ireland (RCPsych NI) mailing lists. Mentors were obliged to complete a theoretical module on training before meeting their mentees. Core trainees in the first and second year of training were asked to opt-out of the scheme if they preferred not to be involved. CT3 trainees were offered the opportunity to opt-in to the scheme. There were a total of 16 mentors and 22 mentees at the outset. The NIMDTA Professional Support Unit provided an online platform, Mentornet, which allowed mentors and mentees to complete a profile, for mentees to rank their preferences for mentor, and to facilitate meetings. One of the authors (M.M.) presented the developments in the scheme to a nationwide audience in the RCPsych webinar on mentoring.ResultsSix mentors and two mentees responded to the call to complete a baseline online questionnaire. 83% of mentors responded that they had found their role enjoyable and rewarding, whilst 67% of mentors indicated that their role had helped them develop in other skill areas. Both mentees responded that they had found the scheme beneficial and would recommend participation to other trainees.ConclusionMentorship is a valuable opportunity for senior psychiatry trainees to facilitate the professional development of junior trainees and to pass on their experience. This is the first year that all core trainees have been invited to participate and that a new web platform has been used to facilitate meetings. Baseline feedback response numbers have been limited although the responses were universally positive. We intend to obtain further feedback at the end of this year in order to devise quality improvement measures for the 2022/2023 cohort.
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Dong, Mingyuan, i Dasong Deng. "Effect of Interns' Learning Willingness on Mentors' Knowledge-sharing Behavior". Social Behavior and Personality: an international journal 44, nr 2 (23.03.2016): 221–31. http://dx.doi.org/10.2224/sbp.2016.44.2.221.
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We examined the effect of interns' learning willingness on the mentors' knowledge-sharing behavior, and examined organizational incentives and mentors' personality traits of openness and conscientiousness as moderators in this relationship. Participants were 180 mentor-intern dyads at 10 teaching hospitals in China. We found that interns' willingness to learn had a significant positive effect on the knowledge-sharing behavior of mentors. The effect of organizational incentives on this relationship was dependent on the mentor's personality, such that when mentors were low in either openness or conscientiousness, organizational incentives strengthened the relationship. Theoretical and managerial implications and directions for further research are discussed.
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Mara, Elena-Lucia, i Lucia-Larissa Morar. "Mentor and Mentored Person. Relationships and Perspectives". International conference KNOWLEDGE-BASED ORGANIZATION 30, nr 2 (1.06.2024): 1–7. http://dx.doi.org/10.2478/kbo-2024-0066.
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Abstract The research paper explores the dynamics and perspectives of the mentor and mentored person relationship. A mentor, distinguished by knowledge and experience, collaborates with a novice educator as a colleague rather than an instructor-student dynamic. The mentor offers guidance to the mentored person, typically within the same field, fostering their professional growth through advice and support. Mentorship connections form through networks, personal bonds, or formal programs, with mentors serving as trusted advisors to those less experienced. Despite challenges such as communication gaps and time constraints, strategic solutions can enhance the mentorship experience. Mentors play pivotal roles in fostering growth, sharing knowledge, setting goals, maintaining accountability, providing encouragement, facilitating connections, offering constructive feedback, and sharing relevant experiences. Successful mentor-mentee relationships thrive on constant communication, mutual respect, goal-sharing, and feedback-seeking. Looking ahead, technological advancements and AI-driven matching algorithms promise to make mentoring more accessible and diverse, transcending geographical barriers and optimizing compatibility between mentors and mentees. Embracing the multifaceted nature of mentoring unlocks its full potential for personal and professional development, benefiting both mentors and mentees alike in shaping future leaders and innovators.
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Mazerolle, Stephanie M., Sara L. Nottingham i Jessica L. Barrett. "Formal Mentoring in Athletic Training Higher Education: Perspectives from Participants of the National Athletic Trainers' Association Foundation Mentor Program". Athletic Training Education Journal 13, nr 2 (1.04.2018): 90–101. http://dx.doi.org/10.4085/130290.
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Context: Formal mentoring programs can help to socialize new faculty members in higher education and orient them to faculty life. Organizations may implement formal mentoring programs to create connections between professionals, and formal mentoring is occurring in athletic training. Objective: To explore the experiences of athletic training faculty as they participate in a formal mentoring program. Design: Qualitative phenomenology. Setting: Higher education institutions. Patients or Other Participants: Ten members of the 2015 National Athletic Trainers' Association (NATA) Foundation Mentor Program, 6 mentees and 4 mentors. Mentees: 2 male and 4 female with an average of 3 years (±4; range, 1–12) in their current position. Mentors: 2 male and 2 female with an average of 10 years (±3; range, 6–12) of experience in their current positions. Main Outcome Measure(s): Participants completed 1 telephone interview prior to starting the NATA Mentor Program and completed 1 telephone interview upon completion of the mentor program. Participants also completed 3 online structured journals at 3-month increments while participating in the program. Two investigators independently analyzed data with a phenomenological approach, and a third investigator reviewed findings as a peer reviewer. Trustworthiness was addressed with member checking, piloting, and peer review of the interview guides, and multiple analyst triangulation. Results: Mentors completed the program as a way to stimulate collaboration and give back to the athletic training profession. Mentees sought out the program as a means to gain support in their research endeavors and to stimulate networking opportunities. Conclusions: The NATA Foundation Mentor Program offers a mutually beneficial experience for mentors and mentees, and participants were satisfied with their experiences. Mentee participants recognized the program gave them a chance to gain an external perspective and advance their research agendas, while mentors learned from their mentees and were able to use the program as a means to gain professional service.
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Kennedy, LMT, BCTMB, DrPH, Ann Blair. "Journal Aspirations: Improving Scientific Writing and Publication Through a Writing Mentorship Program". International Journal of Therapeutic Massage & Bodywork: Research, Education, & Practice 10, nr 2 (29.06.2017): 1. http://dx.doi.org/10.3822/ijtmb.v10i2.369.
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Looking to help novice scientific writers improve their skills and enhance the likelihood of scientific publication, the IJTMB launched a writing mentorship program. Research indicates that when novice writers have a mentor and work on writing as a team, the authors can gain self-efficacy, manuscripts are improved, thoughts and writing are clarified, and differing perspectives are added. This editorial identifies the process for being recommended to use a writing mentor, discusses recommendations in the forming of a mentor/mentee relationship, describes the qualities of good mentors and mentees, and offers suggestions for improving writing for scientific publication. As our database of writing mentors grows, we encourage those who join this program both as mentors and as mentees to consider what it means to be in these roles and that the suggestions herein help in developing the relationships.
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Gower, Shelley, Zakia Jeemi i Jaya A. R. Dantas. "“You Have to Go Gently”: Mentors’ Perspectives of a Peer Mentoring Empowerment Program to Reduce Marginalization in Refugee and Migrant Women". International Journal of Environmental Research and Public Health 19, nr 11 (25.05.2022): 6434. http://dx.doi.org/10.3390/ijerph19116434.
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The Empowerment and Peer Mentoring of Migrant and Refugee Women pilot program (EMPOWER) provides a mechanism for migrant women who have established lives in Australia to mentor newly arrived women to build the ability, confidence, and knowledge to overcome barriers to the social determinants of health such as employment. Female migrant mentors (n = 21) met with their mentees (n = 32) on a regular basis over a period of 3 to 12 months between September 2019 and November 2021. The individual mentoring was augmented by group workshops facilitated by content experts and the research team. The unique perspectives of the mentors were explored through individual interviews (n = 15) and analysis of journal entries (n = 58) submitted regularly by mentors throughout the program. Thematic analysis revealed that mentors were intrinsically motivated to build strong and trusting connections with their mentees, which were pivotal to reducing inequalities for mentees and their families. Mentors had high expectations of themselves and demonstrated commitment and flexibility to accommodate mentees’ needs. However, they sometimes struggled when supporting mentees who were overwhelmed by the systemic and other stressors associated with resettlement and pre-migration trauma. Regular networking and moral support for mentors would enhance future programs.
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Hsu, Kai-Hsiang, Cheng-Te Li i Chien-Lin Tseng. "Who Will Respond to Your Requests for Instant Trouble-Shooting?" Proceedings of the International AAAI Conference on Web and Social Media 10, nr 1 (4.08.2021): 591–94. http://dx.doi.org/10.1609/icwsm.v10i1.14796.
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Instant mentoring services are novel social media, in which mentees can input expertise requests and wait for accepting some expert mentors who are willing to tackle the requests in an instant and one-by-one manner. While mentee's satisfaction of being mentored is determined by the matched mentor, this paper aims at analyzing and finding which mentors will respond to the given request raised by a mentee in Codementor, which is one of the popular instant mentoring services. We formulate the Mentor Willingness Ranking (MWR) problem. MWR is to understand whether a mentor is willing to tackle a request. We propose to deal with the task by generating a ranked list of mentors such that those mentors who are really willing to tackle the request are as many as possible. We develop three categories of features, Availability, Capability, and Activity, to model the willingness of a mentor dealing with the request. Results of analysis show the effectiveness of these features, and encourage develop learning-based method to accurately identify the willing mentors.
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Pihema, Nicole, Daellenbach Shanti, Te Huia Jean, Lesley Dixon, Mary Kensington, Christine Griffiths, Elaine Gray i Dino Otukolo. "A vision of decolonisation: Midwifery mentoring from the perspective of Māori mentors". New Zealand College of Midwives Journal 59 (1.12.2023): 39–46. http://dx.doi.org/10.12784/nzcomjnl59.2023.5.39-46.
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Background: Mentoring is a valued form of professional and cultural support among midwives in Aotearoa (see glossary for te reo Māori translations). Mentoring occurs both informally and via formal programmes, including Māori mentoring initiatives with tauira, new graduate and rural midwives. International studies identify indigenous mentorship as a viable approach to supporting the retention and professional development of indigenous health workers. However, little research exists on the mentoring relationship from the perspective of Māori mentor midwives. Objective: To examine the mentoring relationship from the perspective of Māori mentor midwives. Method: This qualitative research used focus groups of Māori mentors, identified from the Find Your Mentor database, to explore their views of mentoring from a Māori perspective. A semi-structured topic guide used seven simple, open questions to stimulate discussion. Discussions were transcribed and analysed using Braun and Clarke’s (2006) six steps of inductive thematic analysis. Findings: A vision of decolonisation lies at the heart of the mentoring relationship for Māori mentor midwives. Mentors see their role as supporting mentees to navigate the challenges of a Pākehā health system, and to strengthen their midwifery practice through Te Ao Māori. Mentors describe how they are guided by the principles of tika and pono, and work to create a culturally safe space based on mutuality and trust through sharing kai and incorporating their whānau and that of the mentee into the relationship. Being a Māori mentor also fills the kete of the mentors. Māori mentors are sustained through being part of a midwifery hapū and experience joy and hope in sharing ngā taonga tuku iho with the next generation. Conclusion: The decolonising approach to Māori midwifery mentoring has tangible benefits for Māori mentees and Māori midwifery. Māori mentoring activities evoke different experiences for Māori mentees, as evidenced by mentor behaviours that are unique within Te Ao Māori. Being part of Māori mentoring relationships also nurtures the resilience of the mentors.
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Prunuske, Amy J., Janelle Wilson, Melissa Walls i Benjamin Clarke. "Experiences of Mentors Training Underrepresented Undergraduates in the Research Laboratory". CBE—Life Sciences Education 12, nr 3 (wrzesień 2013): 403–9. http://dx.doi.org/10.1187/cbe.13-02-0043.
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Successfully recruiting students from underrepresented groups to pursue biomedical science research careers continues to be a challenge. Early exposure to scientific research is often cited as a powerful means to attract research scholars with the research mentor being critical in facilitating the development of an individual's science identity and career; however, most mentors in the biological sciences have had little formal training in working with research mentees. To better understand mentors’ experiences working with undergraduates in the laboratory, we conducted semistructured interviews with 15 research mentors at a public university in the Midwest. The interviewed mentors were part of a program designed to increase the number of American Indians pursuing biomedical/biobehavioral research careers and represented a broad array of perspectives, including equal representation of male and female mentors, mentors from underrepresented groups, mentors at different levels of their careers, and mentors from undergraduate and professional school departments. The mentors identified benefits and challenges in being an effective mentor. We also explored what the term underrepresented means to the mentors and discovered that most of the mentors had an incomplete understanding about how differences in culture could contribute to underrepresented students’ experience in the laboratory. Our interviews identify issues relevant to designing programs and courses focused on undergraduate student research.
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Harawa, Nina, Emerald Dang, Charles L. Hilliard, Charles McWells i Maria Morales. "240 Strategies used by trained Peer Mentors in an intervention designed to increase engagement in new modalities for HIV prevention". Journal of Clinical and Translational Science 8, s1 (kwiecień 2024): 72–73. http://dx.doi.org/10.1017/cts.2024.222.
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OBJECTIVES/GOALS: Peer supporters are frequently engaged to help people with marginalized identities access a range of health services, including newly developed interventions. Understanding how that individuals in these lay roles approach their interactions with clients may help to inform their future selection and training in order to support T3-T4 translation. METHODS/STUDY POPULATION: We examined the strategies and perspectives of Peer Mentors in an HIV/STI prevention intervention (Passport to Wellness, PtW) designed to encourage regular screening for HIV and sexually transmitted infections and the use of HIV biomedical prevention (pre- and post-exposure prophylaxis). Fifteen men were trained to serve as Mentors for this novel PtW intervention for Black sexual minority men (SMM) that was being tested in Los Angeles County. Surveys were conducted at the start of their training and both surveys and semi-structured qualitative interviews were conducted after the Mentors had provided peer services for several months. Thematic analysis was conducted on interview transcripts for the 10 men who actually served as program Mentors during the pilot study and small randomized trial of the intervention. RESULTS/ANTICIPATED RESULTS: Peer Mentors described trust, rapport, accountability, encouragement, and flexibility as key characteristics of successful mentor-mentee relationships. The Mentors, their peers, and the mentor training and intervention design facilitated these dynamics. Mentors established trust, rapport, and accountability in the first 1-2 sessions with mentees through self-disclosure, reassurance, non-judgement, and discussion of roles and expectations. They also reviewed the goals and referrals developed at baseline with each mentee and used this plan as an accountability tool throughout their sessions. Participants had also viewed an introductory video and read a short mentor biography prior to their first mentor meeting -- a step mentors felt increased participants’ enthusiasm and willingness to engage. DISCUSSION/SIGNIFICANCE: Despite similar histories and demographics that made them peers, the mentors had progressed beyond those they served and often approached interactions with mentees in a manner similar to that of academic mentors. Mentors’ expertise and life progress elevates their roles; additional tools from academic mentoring may aid their training and support.
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Avissar, Patricia, Maria Alcaide, Alessia Fornoni, Robert Levy i Rosalina Das. "503 Implementing a formal research mentoring training program at the Miami Clinical and Translational Science Institute: early findings and outcomes". Journal of Clinical and Translational Science 6, s1 (kwiecień 2022): 101. http://dx.doi.org/10.1017/cts.2022.297.
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OBJECTIVES/GOALS: The goal of this study is to describe the implementation of a formal research mentoring training program at Miami CTSI in collaboration with University of Colorado CTSI, to build effective mentor-mentee relationships that help build successful research careers for junior faculty. METHODS/STUDY POPULATION: The Miami CTSI Research Mentoring Training is a three-part series for early stage faculty and their mentors to strengthen mentoring skills and build successful relationships. The curriculum uses evidence-based strategies and is modeled after University of Colorado CTSIs CO-Mentor Training Program. The pilot training was conducted as a train-the-trainer program with subsequent workshops led by Miami CTSI faculty. The program has mentee-only, mentor-only, and joint sessions covering topics such as networking skills, managing financial aspects of an academic career, and career mapping. To assess program effectiveness, pre/post surveys were conducted and follow up surveys are planned. Data collected will assess participant diversity, research productivity, and mentoring relationship status. RESULTS/ANTICIPATED RESULTS: A total of 49 mentor-mentee teams from 18 departments participated in the training over two cohorts. An upcoming third cohort will be included in the analysis. Overall, 100% mentors and 86% mentees reported the overall value of the program as positive. Post-training, mentees reported an increase in confidence in creating career development plans and articulating career goals. Mentors reported an increase in confidence in providing guidance tailored to mentees needs. Mentees reported improvement in their knowledge of developing personal narratives and handling financial aspects of research; both mentors and mentees reported improvement in insights into achieving work-life balance. Follow up survey results will provide insight into the evolution of the mentoring relationships. DISCUSSION/SIGNIFICANCE: Miami CTSIs mentoring training demonstrated successful participation and positive feedback from mentors and mentees and is poised to become a critical component of the Miami CTSIs research career development pipeline.
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Samuels, Elias M., Angela Lyden, Gloria Harrington i Brenda Eakin. "489 The implementation and impact of a mentored professional development program for clinical and translational research staff." Journal of Clinical and Translational Science 6, s1 (kwiecień 2022): 97. http://dx.doi.org/10.1017/cts.2022.286.
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OBJECTIVES/GOALS: The objective of this evaluation is to show how the STEP.UP program promoted the professional development at Michigan Medicine by providing clinical and translational research staff an experienced research staff mentor in a structured 9-month program. METHODS/STUDY POPULATION: Participant and mentor data was collected from application forms, online surveys, and interviews with both participating mentors and mentees. Validated assessments of mentoring competencies were administered. Participants were tracked over a period of four years with regular reviews of institutional records. Mentor and mentor data was also collected at the point of application each year and the application forms were aligned with NIH definitions for underrepresented populations in science in 2020. As part of a process of continuous programmatic improvement, a STEP.UP Advisory Board consisting of senior research staff and past mentors was involved in the identification, operationalization and evaluation of programmatic outcomes and is involve din the ongoing governance of this mentoring program. RESULTS/ANTICIPATED RESULTS: Four cohorts of mentees and mentors have participated in this program since its inception. Mentees gained the greatest abilities in, Active listening, Establishing a relationship based on trust, Considering how personal and professional differences may impact expectations, and Working effectively with mentors/mentees whose personal background is different. Mentees reported the program contributed to their Career planning, Professional advancement, networking, personal growth, professional networks, and communication skills. Mentors reported learning about new professional techniques and areas of expertise. As of 2021, 75% the first cohort changed their job-classification since participating as did 25% of the second cohort and 100% of mentees have maintained research careers. DISCUSSION/SIGNIFICANCE: The creation of this program in 2019 marked the beginning of a novel professional development opportunity at Michigan Medicine. The evaluation results show how STEP.UP contributes to advancing clinical and translational study teams and how it can inform and the identification of best practices in clinical and translational workforce development.
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Brodeur, Pascale, Simon Larose, George M. Tarabulsy i Bei Feng. "Mentors’ behavioral profiles and college adjustment in young adults participating in an academic mentoring program". International Journal of Mentoring and Coaching in Education 6, nr 1 (6.03.2017): 2–18. http://dx.doi.org/10.1108/ijmce-03-2016-0027.
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Purpose The purpose of this paper is to explore associations between different mentor behavioral profiles and mentees’ perceptions of the quality of mentoring relationship, the usefulness of the mentoring, and their college adjustment during the first year of college. Design/methodology/approach The study used a quasi-experimental design and involved the participation of 253 student mentees and 246 students from a control group. Cluster analysis on the responses of mentees on the mentor behavior scale was used to identify behavioral profiles of academic mentors. Findings Four distinct behavioral profiles were identified: optimal (high scores on mentor structure, involvement, autonomy support, and competence support); sufficient (moderate on all scales); controlling (low on autonomy support but high on other scales); and inadequate (low on all scales). Compared to mentees exposed to sufficient and inadequate profiles, mentees exposed to the optimal profile perceived the mentoring relationship and its usefulness as more positive. Furthermore, they reported better social adjustment in college compared to a control group, whereas mentees exposed to the inadequate profile reported poorer adjustment. Interestingly, mentees exposed to the controlling profile found the mentoring relationship useful. Research limitations/implications This study provides new empirical bases for the behavioral profiles of mentors that best meet mentees’ academic adjustment challenges. Limitations of the study include the absence of the mentors’ perceptions in the creation of behavioral profiles and the fact that the profiles were analyzed based on a single program. Originality/value Behavioral profiles of academic mentors were examined through the lens of a strong theoretical model that emphasizes the important role of structure, involvement, autonomy support, and competence support in the academic adjustment of mentees.
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Riedel, David J., Vera Luther, Vera Luther, Wendy Armstrong, Wendy Armstrong, Erin Bonura, Michael Melia i Brian Schwartz. "85. A Virtual Platform for Mentoring Clinician Educators at IDWeek is as Effective as In-Person". Open Forum Infectious Diseases 8, Supplement_1 (1.11.2021): S54—S55. http://dx.doi.org/10.1093/ofid/ofab466.085.
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Abstract Background Career mentorship for clinician educators (CE) may be difficult to obtain within one’s home institution. During IDWeek 2018 and 2019, a mentoring program pairing junior faculty pursuing careers as CEs with more experienced CEs from other institutions was found to be feasible and effective. During IDWeek 2020, the program was transitioned to a virtual format. We assessed the feasibility and efficacy of this virtual mentoring program. Methods Junior and established CEs were recruited through the IDSA listserv and Medical Education Community of Practice and paired. Mentees completed an individual development plan (IDP) and identified discussion topics for their meeting. Mentors received training on successful mentoring and their mentee’s IDP and CV prior to meeting. Mentor and mentees met via videoconference for one hour during IDWeek 2020, created an action plan, and scheduled a follow-up call. Post-participation surveys were sent to mentees and mentors. Results 30 mentor and mentee pairs were matched; 1 pair did not meet. Compared to IDWeek 2018 (17) and 2019 (20), the 2020 program had more mentees (30). 24 (80%) mentees completed the pre-session survey; 17 (59%) mentees and 20 (69%) mentors completed the post-session survey. When compared to survey results from mentees in 2018-19 who met in-person, mentees in the virtual format reported similarly high rates of satisfaction, planned to make changes at work, had an increase in confidence, and felt it was a valuable experience (Table 1). Mentors also reported high rates of satisfaction with the experience in 2020 and were likely to participate in the program next year (Table 2). Only 1 (6%) mentee reported that the virtual format negatively impacted their experience, although 6 (30%) mentors reported some negative impact of the virtual format (Table 3). Table 1. Post-session mentee survey responses across 2 in-person years (2018, 2019) compared to the virtual mentoring program (2020) Table 2. Post-session mentor survey responses across 2 in-person years (2018, 2019) compared to the virtual mentoring program (2020) Table 3. Experience of mentees and mentors with the 2020 virtual mentoring program Conclusion A virtual mentoring program for CEs was feasible and as effective for mentees as an in-person format. Some mentors felt that the virtual nature did negatively impact the experience although it had minimal negative impact on mentees. Disclosures David J. Riedel, MD, MPH , Gilead (Advisor or Review Panel member)ViiV (Advisor or Review Panel member) Vera Luther, MD, Nothing to disclose Wendy Armstrong, MD, Nothing to disclose Brian Schwartz, MD, Nothing to disclose
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Ganguly, Avishek, Anik Ghosh, Subham Das, Niloy Sarkar i Gautam Ghose. "A Pilot Study to Introduce Mentoring to 1st-year Medical Students at a Private Medical College in Eastern India". Asian Pacific Journal of Health Sciences 9, nr 4 (25.06.2022): 112–15. http://dx.doi.org/10.21276/apjhs.2022.9.4s.22.
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Background: The stress of a difficult medical course, emotional immaturity, and acclimating to unfamiliar surroundings is all issues that new medical students encounter. As a result, a mentorship program was established to assist them in their academic and personal growth. Aims and Objectives: The purpose of this study is to introduce and assess mentors’ and mentees’ perspectives on mentorship programs. Materials and Methods: For First Professional students in the Bachelor of Medicine and Bachelor of Surgery (M.B.B.S) degree, a mentorship program was created. To sensitize the professors, a 1-day session was held. Mentors were volunteered by 17 faculty members from diverse areas. Following the sensitization, 150 MBBS first professional students were randomly assigned to these faculty members. The mentor organized a regular visit with the mentees. A validated and semi-structured feedback questionnaire was used to assess mentors and mentees’ perceptions at the conclusion of the mentorship program. Students participated in a focus group discussion. Results: The feedback survey was completed by 114 students and 17 faculty members. This program was beneficial to the mentors’ self-improvement, teaching, and communication abilities. The majority of mentees reported that the program aided them emotionally and academically. It was an excellent technique to foster a positive student–teacher relationship. The mentorship program was well received by both mentors and mentees. Conclusion: Mentorship programs, which were recently implemented, aided in the overall growth of mentors and mentees. This program was highly well received by both mentors and mentees, who saw it as an effective intervention.
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Jadhav, Shreya. "Mentor Management System". International Journal for Research in Applied Science and Engineering Technology 12, nr 7 (31.07.2024): 1076–80. http://dx.doi.org/10.22214/ijraset.2024.63708.
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Abstract: This paper introduces the "Mentor Management System," an innovative Java-based Database Management System (DBMS) web application designed to enhance mentor-mentee interactions and administrative oversight in academic institutions. Addressing the growing demand for efficient mentorship collaborations, the system aims to streamline connections between mentors and mentees while optimizing the overall mentorship process for students, mentors, and administrative personnel. The Online Student Mentoring System offers a comprehensive platform facilitating seamless interactions among administrators, mentors, and students. Administrators manage and optimize system operations, ensuring efficiency across all levels. Equipped with specialized tools, mentors engage with students to understand their unique needs, providing personalized guidance that fosters both academic progress and personal development. Students benefit from a user-friendly interface, allowing effortless access to mentorship, query resolution, and tailored insights to enrich their educational experience
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Jenkinson, Kate Adele, i Amanda Clare Benson. "The Assessment and Mentoring Program (AMP): Final Year Pre-Service Physical Education Peer Mentors Perceptions of Effective Mentoring". Journal of the Scholarship of Teaching and Learning 17, nr 2 (11.05.2017): 35–44. http://dx.doi.org/10.14434/josotl.v17i2.20769.
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In the teacher education context, most peer mentoring programs have focused on pre-service teachers and a qualified teacher mentor within schools (Hobson, et.al., 2009; Ambrosetti, Knight & Dekkers, 2014). Few studies have focused on mentoring between pre-service physical education teachers. Therefore, we describe the Assessment and Mentoring Program (AMP): a four-way collaborative learning community. Mentoring occurs between final year physical education students (mentors), reciprocally between mentors and their year two mentees, and in collaboration with lecturers. Prior to the commencement of the AMP, to understand the pre-service mentors’ perception of effective mentoring, they were asked to annotate an A3 poster with the characteristics they perceived were required to be the ‘perfect’ mentor and complete the AMP successfully. We present data of their perceptions. De-identified data were transcribed verbatim, coded and analysed using NVivo (Version10) software to explore themes of the mentor’s perceptions of effective mentoring within the context of Le Cornu’s (2005) critical mentoring framework including interpersonal skills, a mentoring attitude and critical reflection. The AMP mentors identified characteristics in all three categories; organisation was also identified as an essential mentoring characteristic. Students’ perceived a diverse set of mentoring skills were required. Given that many key skills developed through mentoring are important for pre-service teachers when they graduate, the challenge is how to provide relevant, authentic and context specific experiences for students that enable them to become collaborative reflective practitioners who can provide quality learning and assessment opportunities for their own diverse students within the constraints of a university environment.
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Kern, Lee, Judith R. Harrison, Beth E. Custer i Paras D. Mehta. "Factors That Enhance the Quality of Relationships Between Mentors and Mentees During Check & Connect". Behavioral Disorders 44, nr 3 (28.06.2018): 148–61. http://dx.doi.org/10.1177/0198742918779791.
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School engagement is an important predictor of graduation. One strategy to enhance student engagement is mentoring. Check & Connect is a structured mentoring program that has resulted in favorable outcomes for many students, including those with emotional and behavioral disorders. Effectiveness, however, depends on the quality of the mentor–mentee relationship. Although research has examined factors that increase relationship effectiveness, findings have been inconsistent. We explored the perceptions and correspondence of 166 high school students (i.e., mentees) with social, emotional, and/or behavioral challenges and their mentors about the mentoring relationship and variables that contribute to relationship quality. Results indicated that mentors and mentees rated the relationship favorably and their ratings correlated moderately. Mentor and mentee variables examined (gender, ethnicity/race, age) were not significant predictors of relationship quality; however, specific topics discussed during mentoring sessions for mentors (family, friends) and mentees (school, future plans) were significantly related to their perceptions of relationship quality.
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Rubio, Doris, Marie Norman, Seyed Mehdi Nouraie, Shanta Zimmer, Brian Primack, Esa Davis i Jeanette South-Paul. "2401". Journal of Clinical and Translational Science 1, S1 (wrzesień 2017): 50. http://dx.doi.org/10.1017/cts.2017.178.
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OBJECTIVES/SPECIFIC AIMS: To diversify the workforce by providing leadership and career coaching training to mentors so that they can be better leaders with their trainees and incorporate career coaching skills into their mentoring style. METHODS/STUDY POPULATION: PROMISED Program helps current and future members of the National Research Mentoring Network (NRMN) develop management, leadership, and career coaching skills so that they may be more effective in guiding their mentees. Studies show that mentees remain engaged in research when they drive their own careers, but mentors rarely help them recognize ways to do this. PROMISED aims to address by providing online leadership training and career coaching training. We developed innovative online leadership training for mentors committed to mentoring people from diverse backgrounds that are focused on management and leadership skills. These modules contain exercises, self-assessments, and discussion boards. We also have reading materials and other supplemental work such as videos to augment the modules. We also created 2-day training on career coaching skills for mentors. Certified career coaches trained participants in career coaching tools so that they could incorporate these skills into their mentoring style. Mentors tend to view themselves as content advisors, and they focus on the next step in the research project rather than the research career. We trained mentors to provide career coaching to their mentees, which will help the mentee establish a successful biomedical research career trajectory. RESULTS/ANTICIPATED RESULTS: In total, 45 mentors attended the Career Coaching Workshop. We assessed 26 mentoring/career coaching traits. Every trait improved on post survey (Likert scale 1–7), for example, “Taking into account the biases and prejudices you bring to the mentor/mentee relationship” (Pre: 4.16, Post: 5.38) and Working with mentees to set clear expectations of the mentoring relationship (Pre: 4.27, Post: 5.32). Some comments from attendees included: “amazing,” “powerful,” “excellent program,” “learned so much.” For the online module, we have a maximum of 20 fellows enrolled in each module. Results show that the fellows rate the module extremely useful. A comment from 1 fellow confirms this: “This session has changed my life and I know that the PROMISED program will transform my abilities as a mentor and as a person.” DISCUSSION/SIGNIFICANCE OF IMPACT: Providing Career Coaching Training and Online leadership skills can significantly improve mentors ability to mentor people, particularly those from diverse backgrounds. In addition, this training can help mentors who are committed to mentoring people from diverse backgrounds promote their own careers as well as their mentees.
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Li, Yanli, Valentina Ly i Xuemei Li. "Experiences of Visible Minority Librarians and Students in Canada from the ViMLoC Mentorship Program". Evidence Based Library and Information Practice 18, nr 4 (15.12.2023): 21–51. http://dx.doi.org/10.18438/eblip30325.
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Objective – The purpose of this research is to examine the experiences of mentors and mentees in the formal mentorship program offered by the Visible Minority Librarians of Canada Network (ViMLoC) from 2018-2022. Findings from this research will help mentors and mentees understand how to establish an effective mentoring relationship. Professional library associations and libraries can also gain valuable insights to support the visible minority library professionals within their own mentorship programs. Methods – Between 2018 and 2022, 113 mentors and 145 mentees participated in four sessions of the ViMLoC mentorship program. The ViMLoC Mentorship Committee designed and delivered a survey for mentors and a survey for mentees at the end of each session. Over four sessions, 81 mentors and 82 mentees completed the surveys, representing a 72% and 57% completion rate, respectively. Fisher's Exact Tests were performed to examine if there were significant differences between mentors and mentees in their perceptions regarding ease of communication, relationship, helpfulness of mentorship, likeliness of keeping in contact, and importance of having a visible minority partner. Results – The mentees perceived mentoring support to be more helpful than the mentors perceived it themselves. The mentees were more likely to keep in contact with their mentors beyond the mentorship program while the mentors did not show as much interest. The mentees who had a positive experience from the formal mentorship program were found to be more likely to mentor others in the future, whereas the same effect did not hold true for the mentors. On the other hand, some findings were the same for both mentors and mentees. Both stated that effective communication would facilitate a good mentoring relationship, which in turn, would lead to positive outcomes and greater likelihood of keeping in contact beyond the mentoring program. There was also consensus of opinion about the most important areas of mentoring support and some essential skills for building a successful mentoring relationship. Conclusion – This research contributes to the literature by using an empirical research method and comparative analyses of the experiences between mentors and mentees over four sessions of the ViMLoC mentorship program. The study focuses on the perceptions of participants regarding their communication, relationship, helpfulness of mentorship, associations between their past and present mentoring experiences, areas of support, importance of having a visible minority partner, and essential skills for building a successful mentoring relationship. Mentors and mentees differed significantly in how they perceived the helpfulness of mentorship support and how likely they would like to maintain the ties beyond the program. For both sides, effective and easy communication was found to be critical for building a good mentoring relationship and achieving a satisfactory experience.