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Mentoring Program (mentoring + program)
Selected AbstractsMentoring Global Dual-Career Couples: A Social Learning PerspectiveJOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 1 2010Michael Harvey This paper explores the dimensions and means to implement a global dual-career expatriate couple mentoring program. The rationale is that learning from an experienced mentor mitigates the complexity of global assignments, leading to more successful completion of overseas assignments. We explored the impact of such mentoring programs on "nontraditional" global managers, along with their trailing spouses. Social learning theory was used as the foundation for the development of such a mentoring program. To add to the contextual understanding of global assignments imposed on global dual-career couples, we explored the effectiveness of mentoring by investigating temporal (before, during, after expatriation) and gender-related dimensions. Further, we analyzed the level of mentor involvement (personal, organizational, and professional) regarding psychosocial and career development. [source] Implicit leader development: The mentor role as prefatory leadership contextJOURNAL OF LEADERSHIP STUDIES, Issue 4 2009Anthony E. Middlebrooks This qualitative study examines the role of mentor as a possible avenue of individual leader development. Specifically, how do mentors conceptualize effective leadership, and what facets of psychological capital develop in the mentoring relationship? Fourteen mentors participating in a statewide mentoring program were surveyed, along with expert mentors and mentees for verification. Results found that mentors' conceptualization of their role and activities aligned with established leadership concepts, specifically those leadership behaviors associated with transformational leadership. Mentors also indicated perceived growth in facets of psychological capital associated with leadership success. By examining the implicit influences and benefits of serving in the mentor role, the alternative focus on the mentor's growth can be utilized to incorporate leadership development into this well-established pedagogical tool. [source] Formal mentoring versus supervisor and coworker relationships: differences in perceptions and impactJOURNAL OF ORGANIZATIONAL BEHAVIOR, Issue 3 2003Babette Raabe Formal mentoring programs in two companies were examined regarding (1) the extent to which mentees and mentors agreed on the nature of the mentoring relationships and (2) the extent to which dimensions of mentoring relationships were related to outcomes for the mentees, compared with the extent to which dimensions of supervisory and coworker relationships were related to the same outcomes: job satisfaction, organizational commitment, and turnover intentions. Mentors were at least two hierarchical levels above the mentee, and both were part of the companyies' formal mentoring program. Sixty-one pairs of mentors and mentees participated. Overall, there was little agreement between mentees and mentors regarding the nature of the mentoring relationship. Furthermore, the mentoring relationship was not related to mentee outcomes, while supervisory and coworker relationships were. It is suggested that, if one desires to affect job satisfaction, turnover intentions, and organizational commitment, mentoring functions may be best performed by supervisors and coworkers rather than assigned formal mentors from higher up in the organizational hierarchy. Copyright © 2003 John Wiley & Sons, Ltd. [source] Stopping the Revolving Door: Increasing Teacher RetentionPOLITICS & POLICY, Issue 5 2008Sam Brill Schools around the nation are facing an alarming phenomenon: beginning teachers are leaving schools at a startling rate. Thirty-three percent of teachers leave their schools in the first three years, 46 percent after five years. These high attrition rates result in inexperienced teachers, high economic costs as teachers must be continually hired and trained, and a lack of continuity that makes institutional development and planning difficult. There is a plethora of causes for teacher attrition, although most involve nonsalary-related dissatisfaction, such as excessive workloads and high-stakes testing, disruptive student behavior, poor leadership and administration within schools, and views of teaching as a temporary profession. Likewise, the most successful remedies to increase teacher retention are not salary-based. Several studies have found that moderate salary increases are only marginally effective; raises of 20 percent would be needed to make a significant impact. Rather, improving teachers' work environment and professional development are more cost effective and influential in convincing teachers to remain. An induction and mentoring program in California, for example, reduced teacher attrition by 26 percent in just two years. We conclude, therefore, that well-operated induction and mentoring programs are the best method for increasing teacher retention. [source] Mentoring in the management of hematological malignanciesASIA-PACIFIC JOURNAL OF CLINICAL ONCOLOGY, Issue 1 2010Craig UNDERHILL Abstract Aim: The Mentoring in Management of Haematological Malignancies (MMHM) project aimed to improve treatment outcomes, coordinate care and provide best practice for patients with hematological cancers, by developing a program of mentoring and multidisciplinary care between a regional and a metropolitan centre. Methods: A regular multidisciplinary meeting conducted by teleconference was established between a tertiary metropolitan site and a regional practice to discuss cases of patients with hematological malignancies. Information from multidisciplinary team meetings was recorded to capture adherence to process and clinician outcomes. An educational program was developed. A gap analysis was performed to identify differences in routine practice between the two centers. Clinician satisfaction with mentoring and educational interventions was assessed by structured survey. Results: The MMHM project developed a formal mentoring system to improve the management of patients by building on established links and developing an innovative model of web-based multidisciplinary care. The project established a novel multidisciplinary meeting between a metropolitan and regional site. Common treatment policies were adopted between the two sites. Development of an educational framework and mentoring for health-care professionals in regional areas was achieved by tutorials and workshops. Most participating clinicians indicated their high level of satisfaction with the mentoring project. Conclusion: The MMHM project was a successful pilot of a mentoring program in hematological cancers between metropolitan and regional centers that resulted in improved referral links, facilitated better care coordination, updated treatment policies and guidelines and increased clinician satisfaction and knowledge. [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] The effect of formal mentoring program characteristics on organizational attractionHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 4 2008Michael Horvath Although the extant mentoring literature describes the post-hire benefits of mentoring programs, less is known about how mentoring programs affect pre-hire perceptions of organizations,perceptions that may have subsequent implications for the success of mentoring programs and other HRD practices. To explore this issue, we used a policy-capturing design to examine the influence of formal mentoring program characteristics on organizational attraction. Results from a sample of 254 undergraduate participants indicated preferences for organizations offering mentorship programs that are voluntary, that give protégé input into the choice of mentor, that link protégés with individuals who hold higher rank (that is, supervisors), and that offer both career and psychosocial support. Furthermore, one of these relationships was moderated by participants' Need for Dominance. Implications for practice and research are discussed. [source] Mentoring Global Dual-Career Couples: A Social Learning PerspectiveJOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 1 2010Michael Harvey This paper explores the dimensions and means to implement a global dual-career expatriate couple mentoring program. The rationale is that learning from an experienced mentor mitigates the complexity of global assignments, leading to more successful completion of overseas assignments. We explored the impact of such mentoring programs on "nontraditional" global managers, along with their trailing spouses. Social learning theory was used as the foundation for the development of such a mentoring program. To add to the contextual understanding of global assignments imposed on global dual-career couples, we explored the effectiveness of mentoring by investigating temporal (before, during, after expatriation) and gender-related dimensions. Further, we analyzed the level of mentor involvement (personal, organizational, and professional) regarding psychosocial and career development. [source] Formal mentoring versus supervisor and coworker relationships: differences in perceptions and impactJOURNAL OF ORGANIZATIONAL BEHAVIOR, Issue 3 2003Babette Raabe Formal mentoring programs in two companies were examined regarding (1) the extent to which mentees and mentors agreed on the nature of the mentoring relationships and (2) the extent to which dimensions of mentoring relationships were related to outcomes for the mentees, compared with the extent to which dimensions of supervisory and coworker relationships were related to the same outcomes: job satisfaction, organizational commitment, and turnover intentions. Mentors were at least two hierarchical levels above the mentee, and both were part of the companyies' formal mentoring program. Sixty-one pairs of mentors and mentees participated. Overall, there was little agreement between mentees and mentors regarding the nature of the mentoring relationship. Furthermore, the mentoring relationship was not related to mentee outcomes, while supervisory and coworker relationships were. It is suggested that, if one desires to affect job satisfaction, turnover intentions, and organizational commitment, mentoring functions may be best performed by supervisors and coworkers rather than assigned formal mentors from higher up in the organizational hierarchy. Copyright © 2003 John Wiley & Sons, Ltd. [source] Stopping the Revolving Door: Increasing Teacher RetentionPOLITICS & POLICY, Issue 5 2008Sam Brill Schools around the nation are facing an alarming phenomenon: beginning teachers are leaving schools at a startling rate. Thirty-three percent of teachers leave their schools in the first three years, 46 percent after five years. These high attrition rates result in inexperienced teachers, high economic costs as teachers must be continually hired and trained, and a lack of continuity that makes institutional development and planning difficult. There is a plethora of causes for teacher attrition, although most involve nonsalary-related dissatisfaction, such as excessive workloads and high-stakes testing, disruptive student behavior, poor leadership and administration within schools, and views of teaching as a temporary profession. Likewise, the most successful remedies to increase teacher retention are not salary-based. Several studies have found that moderate salary increases are only marginally effective; raises of 20 percent would be needed to make a significant impact. Rather, improving teachers' work environment and professional development are more cost effective and influential in convincing teachers to remain. An induction and mentoring program in California, for example, reduced teacher attrition by 26 percent in just two years. We conclude, therefore, that well-operated induction and mentoring programs are the best method for increasing teacher retention. [source] International medical graduates: Learning for practice in Alberta, CanadaTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 3 2007Jocelyn Lockyer PhD Abstract Introduction: There is little known about the learning that is undertaken by physicians who graduate from a World Health Organization,listed medical school outside Canada and who migrate to Canada to practice. What do physicians learn and what resources do they access in adapting to practice in Alberta, a province of Canada? Methods: Telephone interviews with a theoretical sample of 19 IMG physicians were analyzed using a grounded theory constant comparative approach to develop categories, central themes, and a descriptive model. Results: The physicians described two types of learning: learning associated with studying for Canadian examinations required to remain and practice in the province and learning that was required to succeed at clinical work in a new setting. This second type of learning included regulations and systems, patient expectations, new disease profiles, new medications, new diagnostic procedures, and managing the referral process. The physicians "settled" into their new setting with the help of colleagues; the Internet, personal digital assistants (PDAs), and computers; reading; and continuing medical education programs. Patients both stimulated learning and were a resource for learning. Discussion: Settling into Alberta, Canada, physicians accommodated and adjusted to their settings with learning activities related to the clinical problems and situations that presented themselves. Collegial support in host communities appeared to be a critical dimension in how well physicians adjusted. The results suggest that mentoring programs may be a way of facilitating settlement. [source] | |||||||||||||