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Mentoring
Terms modified by Mentoring Selected AbstractsMENTORING: HISTORICAL ORIGINS AND CONTEMPORARY VALUEANZ JOURNAL OF SURGERY, Issue 10 2008FRACS, Ian Gough MD No abstract is available for this article. [source] Rereading the Dominant Narrative of MentoringCURRICULUM INQUIRY, Issue 4 2000Alexandra Semeniuk Mentoring is currently being promoted as an effective means of easing new teachers' transition from preservice programs to the profession.. At the same time it is seen as a way of providing teacher development for those teachers with more experience. Furthermore researchers promote mentoring as a force for change to diminish isolation and promote teacher collaboration. In this article I present an overview,the dominant narrative,of some recent research on formalized mentoring programs in education. Bringing this material together reveals that researchers are virtually unanimous in their enthusiasm for these initiatives. A dialogue which took place between me and a colleague/friend about what we construed as our mentoring relationshippotentially serves as a counternarrative to this prevalent story. Through an analysis of the educational research and the personal narrative, I suggest that the widely accepted view of mentoring may need to be reread, particularly in relation to language: mentoring's meaning is now imprecise because it is used as an umbrella term for many kinds of affiliations in teaching. Inrereading our narrative I argue that my colleague/friend and I did not act as each other's mentor. Rather, our professional association became entwined with the friendship we developed over time. I maintain that by doing a similar rereading of the research on mentoring in education we might find richer and more precise language to describe how we as teachers can assist one another in becoming sophisticated professionals. [source] Mentoring: What Is It?HEALTH SERVICES RESEARCH, Issue 3 2010How Do We Do It, How Do We Get More Of It? First page of article [source] Mentoring: A Key Strategy to Prepare the Next Generation of Physicians to Care for an Aging AmericaJOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 7 2009Heidi K. White MD Mentoring is an important instructional strategy that should be maximally used to develop the next generation of physicians who will care for a growing population of frail older adults. Mentoring can fulfill three specific purposes: (1) help learners choose an area of specialty, (2) help fellows and new faculty navigate advancement in the academic environment, and (3) help new physicians enter a local medical community and develop a high-quality, professionally rewarding, financially viable practice that meets the needs of older adults. The components and process of mentoring are reviewed. Current and potential mechanisms to promote mentoring for the specific purpose of increasing the quality and quantity of physicians available to care for the older adult population are discussed. [source] Antecedents and Consequences of Perceived Barriers to Obtaining Mentoring: A Longitudinal InvestigationJOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 8 2010Gerhard Blickle Mentoring is prototypically intended to advance the personal and professional growth of new employees at work. Although meta-analyses have found that receiving mentoring can result in beneficial outcomes for employees' career success, employees may perceive barriers to obtaining a mentor. The present research examined antecedents and consequences to perceived barriers to mentoring in business and administrative jobs in a field study over 2 years. Socioeconomic origin, positive affectivity, organizational development culture, and previous mentoring experience predicted perceived barriers to mentoring after 2 years. New employees' perceived barriers to mentoring at Time 1 predicted changes in mentoring received and income after 2 years. Implications of this study, including a proposed mentoring training program, and directions for future research are discussed. [source] Mentoring in a Post-Affirmative Action WorldJOURNAL OF SOCIAL ISSUES, Issue 3 2005Jean E. Girves Mentoring can be an effective strategy in improving retention of college students and faculty from fields where historical underrepresentation has occurred. This article reviews the benefits of mentoring in higher education, and identifies components of effective mentoring strategies that promote educational and career advancement. It illustrates how effective programs can be institutionalized and scaled through consortial and national collaborations. Traditional and alternative mentoring models are described through four successful programs designed to increase the academic and professional success of undergraduates, graduate students, and junior faculty. The article concludes with a set of general recommendations and caveats gleaned from the literature and programs reviewed. [source] What do you mean you want me to teach, do research, engage in service, and clinical practice?JOURNAL OF THE AMERICAN ACADEMY OF NURSE PRACTITIONERS, Issue 7 2009Views from the trenches: The novice, the expert Abstract The purpose of this column is to explicate two points of view,the novice and the expert nurse practitioner (NP) faculty member, highlighting the importance of mentoring new faculty NP members into the diverse faculty roles relating to both general academic requirements and those particular roles related to NP education. For example, arranging clinical placements is one of the most important and time-consuming responsibilities of NP faculty. Learning to juggle all the roles is a challenge to new faculty members. Such mentoring may help alleviate the phenomenon of young faculty members leaving academia and returning to full-time clinical practice. Mentoring is crucial to integrating new NP faculty members into academic life. [source] Mentoring as holistic online instructionNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 113 2007Kimberly R. Burgess This chapter focuses on the role of online educators as mentors and addresses the potential impact of a mentoring relationship on the development and persistence of adult learners in the online medium. [source] Mentoring and organisational learning in research and developmentR & D MANAGEMENT, Issue 5 2005Liz Borredon This paper presents and discusses the contribution of ,mentoring' relationships to organisational learning and knowledge creation in the early stages of research and development (R&D) projects. Our study considers the characteristics of a scientific leader, the nature of the context he creates, and how dialogue contributes to scientific breakthrough. Our study is unusual in as much as research on knowledge creation has developed separately, yet in parallel, with that of mentoring. It is rare to combine these disciplines and yet our research shows there is much to learn from examining the two as a process. We conducted our research at TECHNO, a high-tech-based European company producing advanced equipment dedicated to particles acceleration. Interviews were carried out in 2002,2003 with the founder of the company, the head of the R&D and engineering department, and team members involved in the low energy cyclotron project. Our exploratory research enabled us to identify differences in actors' perceptions about the nature and characteristics of these relationships. Our study also suggests that not all sets of relationships can tolerate the degree of intensity provided by the ,mentor'. TECHNO has other ,mentors' who do not manage to generate the same creative context. Complementary mentoring styles based on premises and process reflection allow to support and enhance ,upper levels' learning by junior team members. We examine the nature of the leaders as mentors and catalysts within the learning process and briefly discuss implications for setting up and maintaining learning teams. [source] Changing school climate one mediator at a time: Year-one analysis of a school-based mediation programCONFLICT RESOLUTION QUARTERLY, Issue 4 2006Christina Cassinerio An urban middle school,university mediation program that emphasizes mentoring of middle school peer mediators by university students is described. Student social-cognitive dispositions, perceptions of school climate, conflict strategy choices, and related conflict behaviors are analyzed on the basis of assessments administered after one year of program implementation. [source] Mediator mentors: Improving school climate, nurturing student dispositionCONFLICT RESOLUTION QUARTERLY, Issue 1 2003Pamela S. Lane-Garon Mediator Mentors, a collaborative research and service project, was begun by California State University-Fresno faculty and the staff of an elementary school (K,8) in the Central San Joaquin Valley. The purpose of the research was to assess conflict resolution program effects on students (N = 300) and school climate. Cross-age mentoring is an important component of this collaborative project. University students preparing for roles in helping professions served as mentors to elementary students. Impacts on student cognitive and affective perspective taking were assessed and student perceptions of school safety were explored. [source] Managing the interface between suppliers and organizations for environmental responsibility , an exploration of current practices in the UKCORPORATE SOCIAL RESPONSIBILITY AND ENVIRONMENTAL MANAGEMENT, Issue 2 2004Diane Holt This paper examines the supplier management activities undertaken by a sample of 149 UK based organizations, with particular focus on the role of supplier assessment and supplier coaching, education or mentoring. This study identifies that larger, higher risk organizations are beginning to reach out to their suppliers, primarily through assessment and evaluation, and to a lesser extent through supplier education, mentoring or coaching. Copyright © 2004 John Wiley & Sons, Ltd and ERP Environment. [source] Rereading the Dominant Narrative of MentoringCURRICULUM INQUIRY, Issue 4 2000Alexandra Semeniuk Mentoring is currently being promoted as an effective means of easing new teachers' transition from preservice programs to the profession.. At the same time it is seen as a way of providing teacher development for those teachers with more experience. Furthermore researchers promote mentoring as a force for change to diminish isolation and promote teacher collaboration. In this article I present an overview,the dominant narrative,of some recent research on formalized mentoring programs in education. Bringing this material together reveals that researchers are virtually unanimous in their enthusiasm for these initiatives. A dialogue which took place between me and a colleague/friend about what we construed as our mentoring relationshippotentially serves as a counternarrative to this prevalent story. Through an analysis of the educational research and the personal narrative, I suggest that the widely accepted view of mentoring may need to be reread, particularly in relation to language: mentoring's meaning is now imprecise because it is used as an umbrella term for many kinds of affiliations in teaching. Inrereading our narrative I argue that my colleague/friend and I did not act as each other's mentor. Rather, our professional association became entwined with the friendship we developed over time. I maintain that by doing a similar rereading of the research on mentoring in education we might find richer and more precise language to describe how we as teachers can assist one another in becoming sophisticated professionals. [source] IRSS Psychology Theory: Telling Experiences Among Underrepresented IS DoctoratesDECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2006Fay Cobb Payton ABSTRACT With the changing demographics of the American workforce, the National Science Foundation, along with the U.S. Department of Commerce, has highlighted the shortage of minorities in information technology (IT) careers (http://www.ta.doc.gov/Reports/itsw/itsw.pdf). Using data from a 6-year period and the psychology Involvement-Regimen-Self Management-Social (IRSS) network theory as defined by Boice (1992), we discuss lessons learned from mentoring a group of Information Systems doctoral students who are members of a pipeline that can potentially increase the number of underrepresented faculty in business schools and who made conscious decisions to renounce the IT corporate domain. While our lessons speak to the need for more diversity awareness, we conclude that effective mentoring for underrepresented groups can and should include faculty of color (though limited in numbers) as well as majority faculty who are receptive to the needs and cultural differences of these student groups. Lastly, we draw on the work of Ethnic America to provide additional insight into our findings that are not offered by IRSS network theory. [source] Creating a development culture through mentoringEMPLOYMENT RELATIONS TODAY, Issue 2 2006Peggy G. Hutcheson First page of article [source] Hispanics in the workplace: Experiences with mentoring and networkingEMPLOYMENT RELATIONS TODAY, Issue 2 2005Donna Maria Blancero First page of article [source] Mentoring Children With Incarcerated Parents: Implications for Research, Practice, and PolicyFAMILY RELATIONS, Issue 5 2009Rebecca J. Shlafer We investigated children and families who were participating in a mentoring program targeting children with incarcerated parents. Using multiple methods and informants, we explored the development of the mentoring relationship, challenges and benefits of mentoring children with incarcerated parents, and match termination in 57 mentor-child dyads. More than one-third of matches terminated during the first 6 months of participation. For those matches that continued to meet, however, children who saw their mentors more frequently exhibited fewer internalizing and externalizing symptoms. In monthly interviews with participants, themes emerged about challenges associated with mentoring and reasons for match termination. Implications for researchers, practitioners, and policymakers are discussed. [source] Feminism and Mentoring of Graduate Students,FAMILY RELATIONS, Issue 1 2006Áine M. Humble Abstract: A small body of mentoring literature exists, but how mentoring relates to feminist supervision of graduate students has not been explicitly addressed. Because mentoring typically socializes individuals into a preexisting structure that feminist scholars may be challenging, critiquing, and attempting to change, important considerations arise for feminist mentoring. Three established feminist educators' stories of mentoring are presented. Commonalities and concerns are identified, and implications for graduate pedagogy are presented. [source] How Foreign Language Teachers in Georgia Evaluate their Professional Preparation: A Call for ActionFOREIGN LANGUAGE ANNALS, Issue 1 2004Article first published online: 31 DEC 200, Thomas C. Cooper PhD The project involved conducting an online survey of 341 current foreign language teachers in Georgia in order to determine how these K-12 teachers perceived and evaluated the effectiveness of their professional preparation. Close to 60% of the teachers in the sample were graduates of colleges and universities in Georgia. Most of the others had received their training from various other colleges and universities in the United States, and 51 individuals reported that they had graduated from foreign institutions. The survey consisted of 42 questions asking teachers to evaluate their preparation in language skills, knowledge of foreign language standards, planningfor instruction, methodology, using technology in instruction, meeting the needs of socially and economically diverse students, classroom management skills, and professional growth. The survey results strongly suggest that foreign language teacher development programs should include (1) more time spent in carefully supervised and monitored prestudent-teaching field experiences; (2) more careful mentoring of student teachers during the student-teaching internship; (3) more time spent in language learning experiences in countries where the target language is spoken; (4) more emphasis on developing foreign language proficiency in the requisite university classes; and (5) more effort spent on teaching effective classroom management. [source] Planning to Reduce Risk: The Wildfire Management Overlay in Victoria, AustraliaGEOGRAPHICAL RESEARCH, Issue 2 2009RACHEL HUGHES Abstract In a world where climate change is a ,given', the concepts of vulnerability, resilience and risk are now pivotal in public policy debates in many countries. Within this context, planning controls are designed to facilitate safe, sustainable and prosperous communities. In line with March's (2007, 11) observation that ,one important "reason to plan" is the reduction of risk', Victoria's Wildfire Management Overlay (WMO) was developed with the aim of mitigating wildfire risk through the identification of high risk areas and ensuring that minimum fire protection measures are implemented. The need for such an Overlay is becoming increasingly apparent as climate change contributes to the growing frequency and intensity of bushfires in Australia. Empirical research has found that, by following WMO prescriptions, the risk of a dwelling igniting from direct flame or radiant heat generated in a one in 50-year fire event can be greatly minimised. Yet not all local Councils in Victoria have built the WMO into their land use planning processes and schemes. Barriers to adoption include: lack of political will, a distrust of ,over-regulation', lack of training and mentoring of planning staff, and potential conflicts with vegetation conservation objectives. [source] Time Warner Cable Kansas City looks beyond the usual suspects for ways to retain and engage customer-facing employeesGLOBAL BUSINESS AND ORGANIZATIONAL EXCELLENCE, Issue 1 2008Wendy Vega When too many new hires are leaving after just a few months on the job, despite effective recruitment and on-boarding programs, it is time to look for answers in new places. This company set out to strengthen the relationship between frontline supervisors and their new,mostly Generation Y,customer care specialists, and found it's never too early to start building engagement. Keys to early development of a strong supervisor-employee bond include beginning relationship building during the hiring interview; supervisor participation in new-hire training; learning the individual's personal drivers of engagement; 30-/60-/90-day assessments with coaching and mentoring; and exposing the new hire to positive high-performing peers (while buffering them from negative influencers). © 2008 Wiley Periodicals, Inc. [source] Knowledge management practice in Scottish law firmsHUMAN RESOURCE MANAGEMENT JOURNAL, Issue 2 2002Laurie Hunter Law firms, as part of the professional services sector, are increasingly engaged in strategic thinking about business growth and development. The management of partners, staff and their knowledge is critical to this strategic development. This study of a sample of Scottish law firms engaged in commercial and corporate law finds that organisations are at different stages of progress, and that change has focused more on technical solutions than on organisational and HR issues. Based on evidence from partners and management, and on attitude data from salaried staff, the article suggests that, although the traditional professional firm's interest in building and leveraging its human capital is still present, the underlying social and cultural processes involving motivation, sharing of experiences, coaching and mentoring are relatively underdeveloped. The implications for HR strategy and practice, and for the role of the HR manager, are considered. [source] Are Australasian academic physicians an endangered species?INTERNAL MEDICINE JOURNAL, Issue 11 2007A. Wilson Abstract It has been stated that academic medicine is in a worldwide crisis. Is this decline in hospital academic practice a predictable consequence of modern clinical practice with its emphasis on community and outpatient-based services as well as a corporate health-care ethos or does it relate to innate problems in the training process and career structure for academic clinicians? A better understanding of the barriers to involvement in academic practice, including the effect of gender, the role and effect of overseas training, expectation of further research degrees and issues pertaining to the Australian academic workplace will facilitate recruitment and retention of the next generation of academic clinicians. Physician-scientists remain highly relevant as medical practice and education evolves in the 21st century. Hospital-based academics carry out a critical role in the ongoing mentoring of trainees and junior colleagues, whose training is still largely hospital based in most specialty programmes. Academic clinicians are uniquely placed to translate the rapid advances in medical biology into the clinical sphere, by guiding and carrying out translational research as well as leading clinical studies. Academic physicians also play key leadership in relations with government and industry, in professional groups and medical colleges. Thus, there is a strong case to assess the problems facing recruitment and retention of physician-scientists in academic practice and to develop workable solutions. [source] Contributing to a culture of learning: A Mentor Development and Support Project for Australian rural nursesINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 6 2007Jane Mills PhD Mentoring in rural and remote nursing receives little attention in the literature, even though it is emerging in Australia as a popular strategy to improve the retention of staff. The Association for Australian Rural Nurses established a 2-year Mentor Development and Support Project in 2003 with the aim of promoting mentoring among rural and remote nurses. During the life of the project, 101 such nurses attended Mentor Development Workshops. This project demonstrated that training is an important prerequisite for rural and remote nurses who are planning to enter a mentoring relationship. Participant evaluation showed an increase in mentoring knowledge and skills and a subsequent rise in confidence about undertaking the role. Participants also believed that their increased capacity to mentor was reflected in their workplaces, contributing to a positive culture of learning. [source] Study abroad as a process of learning intercultural competence in nursingINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 3 2004Liisa Koskinen RN PhD The aim of this research was to describe an international student exchange programme as a context of learning intercultural competence in nursing. Twelve Finnish nursing students who had participated in an exchange programme in the United Kingdom participated. The data consisted of group interviews, learning documents, background questionnaires and research diary notes, and the method of inductive content analysis was used. Study abroad as a process of learning intercultural competence consisted of three ethno-categories: transition from one culture to another, adjustment to the difference and gaining intercultural sensitivity. The exchange programme as a context of learning intercultural competence was characterized by a problematic orientation phase, a study abroad phase that involved stressful but rewarding adjustment to the intercultural differences and an inadequate re-entry debriefing phase. In order for the international experience of nursing students to have an impact on their understanding of diversity, they need assistance in each phase of the programme. Particularly, the students need intercultural tutoring and mentoring to venture into encounters with local people, including direct client contacts, during their study abroad. [source] Operating room nurses' perceptions of the effects of physician-perpetrated abuseINTERNATIONAL NURSING REVIEW, Issue 3 2010B.L. Higgins rn HIGGINS B.L. & MACINTOSH J. (2010) Operating room nurses' perceptions of the effects of physician-perpetrated abuse. International Nursing Review57, 321,327 Background:, Operating room (OR) nurses experience abuse perpetrated by physicians; however, little research has been conducted to examine nurses' perceptions of the effects of such abuse. Aims:, The aim of this research was to understand participants' perceptions of physician-perpetrated abuse on their health and ability to provide patient care. Materials/Methods:, In this qualitative descriptive study, ten operating room nurses working in Eastern Canada participated in open-ended, individual audiotaped interviews that were transcribed for analysis using Boyatzis' method for code development. Results:, Three categories of factors contributing to abuse were developed. The first, culture of the OR, included environment and hierarchy. The second, catalysts of abuse, included nurses' positions and experience as well as non-nurse factors such as resources and interpersonal relationships among physicians. The third category, perceived effects, included psychological, physical and social health consequences for nurses. Effects on patient care consisted of safety and potential challenges to access. Discussion:, Nursing practice implications included mentoring, support and accountability for action. Educational implications related to interdisciplinary education and increased education on communication, assertiveness, and awareness of abuse. Implications for research included studying perceptions of other health-care providers including physicians, studying recruitment and retention in relation to abuse, and studying other abuse in health care such as horizontal violence. Conclusion:, We suggest a proactive approach for empowering OR nurses to address abuse and an increased focus on interdisciplinary roles. [source] Mentoring: A Key Strategy to Prepare the Next Generation of Physicians to Care for an Aging AmericaJOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 7 2009Heidi K. White MD Mentoring is an important instructional strategy that should be maximally used to develop the next generation of physicians who will care for a growing population of frail older adults. Mentoring can fulfill three specific purposes: (1) help learners choose an area of specialty, (2) help fellows and new faculty navigate advancement in the academic environment, and (3) help new physicians enter a local medical community and develop a high-quality, professionally rewarding, financially viable practice that meets the needs of older adults. The components and process of mentoring are reviewed. Current and potential mechanisms to promote mentoring for the specific purpose of increasing the quality and quantity of physicians available to care for the older adult population are discussed. [source] Antecedents and Consequences of Perceived Barriers to Obtaining Mentoring: A Longitudinal InvestigationJOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 8 2010Gerhard Blickle Mentoring is prototypically intended to advance the personal and professional growth of new employees at work. Although meta-analyses have found that receiving mentoring can result in beneficial outcomes for employees' career success, employees may perceive barriers to obtaining a mentor. The present research examined antecedents and consequences to perceived barriers to mentoring in business and administrative jobs in a field study over 2 years. Socioeconomic origin, positive affectivity, organizational development culture, and previous mentoring experience predicted perceived barriers to mentoring after 2 years. New employees' perceived barriers to mentoring at Time 1 predicted changes in mentoring received and income after 2 years. Implications of this study, including a proposed mentoring training program, and directions for future research are discussed. [source] Natural mentoring under the microscope: an investigation of mentoring relationships and latino adolescents' academic performanceJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 4 2008Bernadette Sánchez The current study examined the role of natural mentoring relationships in the academic performance of urban, diverse, Latino high school students. Participants reported up to three mentors in their lives, and they were asked about their mentors' demographic characteristics and the characteristics of their mentoring relationships. The presence of a mentor was associated with fewer absences, higher educational expectations, and greater expectancies for success and sense of school belonging. Further, the number of reported mentors predicted fewer absences, higher educational expectations and a greater sense of school belonging. Mentors' educational level, frequency of contact, relationship duration, and total form of support provided by mentors were related to participants' academic outcomes. Mentor type also made a difference in youth's academic outcomes. Implications for future mentoring research and programs are discussed. © 2008 Wiley Periodicals, Inc. [source] Positive youth development, willful adolescents, and mentoringJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 6 2006Reed Larson This article describes positive youth development as a process in which young people's capacity for being motivated by challenge energizes their active engagement in development. The first part of the article discusses the conditions under which this motivation is activated and considers obstacles to its activation in daily life. The second part discusses ways in which caring adults, including mentors, can support this process of positive development. Several frameworks that provide models of how adults can provide needed structure and guidance while supporting youth's development as agents of their own growth are discussed. © 2006 Wiley Periodicals, Inc. [source] | ||||||||||||||||||||||