Art Of Mentoring Research Articles

The art of mentoring

Adam Bernstein explores why eye care professionals should take the next generation under their wing

DDS Perspective: The Joy of Discovery and the Art of Mentoring.

DDS Perspective: The Joy of Discovery and the Art of Mentoring.

Editorial: Mentors, Mentees, and Mentoring

Daniel S. Budasoff, DDS: In October 2018, the American Dental Education Association (ADEA) published a policy brief from the Office of Policy, Research, and Diversity titled “Our Future Faculty—The Importance of Recruiting Students and Residents to Academic Dentistry.”¹ In this publication, the ADEA states that the dental faculty landscape is undergoing significant change due to the growing lack of educators. The report cites statistics that reflect this ever-shrinking pipeline of faculty: Only 0.4% of dental school seniors plan to teach upon graduation.¹ As the faculty continues to age and retire, recruiting younger candidates is paramount. Attracting students and residents is an even greater challenge today due to rising tuition and mounting student debt, often precluding those who wish to pursue an academic career. Additionally, many institutions tend to hire only fulltime instructors, exacerbating what will become a serious void in available faculty and, ultimately, a societal health problem. Mentoring thrives when the experienced mentor paves the way through sharing their lessons and knowledge learned through academics and life experience. We all claim to have had the best mentors; the mere gift of having had a caring mentor prepares the mentee to face the challenges ahead. It is incumbent on all of us to share our knowledge and experience in order to fill this deepening void. Academia needs our expertise and our commitment of time. This profession has provided us with a livelihood and great joy over our careers—Now is the time to fortify this critical component of our profession by facing its future. Mentorship is a two-way street. The mentor must be willing to give, and, just as important, the mentee must assume the responsibility to be an active participant in this exchange. In my 44 years in dentistry, I have had the honor of being both mentored and sponsored, and to this day I still turn to these individuals for guidance and wisdom. My affiliation with Columbia University reinforces the adage of “If you really want to master something, teach it.” The art of mentoring is an act of continuous learning. As G. V. Black, the father of modern dentistry, once said, “The professional person has no right to be other than a continuous student.”² Daniel S. Budasoff, DDS New York, New York, USA

Mentoring as Correlate of Self Confidence and Job Satisfaction: A Psychological Perspective

Purpose: This article developed from a presentation at the national Conference of Nigerian Psychological Association which took place at the Ile-Ife under the auspices of IfePsychologia Centre, Department of Psychology, Obafemi Awolowo University in 2014. The theme of the conference was on mentoring and development. Consequently, this research paper was aimed at portraying how mentoring mediates in human development as it may lead to job satisfaction and enhanced output.Methodology: An instrument called “Inventory on Mentoring as Correlate of Self-Confidence and Job Satisfaction was used to gather data which was analysed and interpreted, using the arithmetic percentage to calculate the differences in the number of respondents and their implications in job performance.Results: This study has proved that the art of mentoring is inherent in counselling psychology, personnel psychology and human development; this makes the mentor a counsellor, a consultant and a cheerleader, who provides support and enthusiasm for his/her team. S/He provides guidance based on experience and s/he demonstrates problem solving qualities and helps the mentee uncover his/her hidden potential. There is no doubt that mentoring can improve an individual’s job performance and satisfaction since the output is enhanced; nevertheless, a worker that is not self-motivated and has a disposition that undermines the learning process may not benefit much from the process. The mentor at a place of work who wants to maximise effort for optimal outcomes may drive hard on the mentee.Unique contribution to theory, practice and policy: It is recommended that teachers and other facilitators should undergo training in mentoring so that they can better handle the learners. There should be better interrelationship and team spirit when the cheerleader, the mentor is given the room to make an impact. In government, new politicians should be properly mentored by the older ones on the jobs that there can be continuity and projects will be accomplished without rancour or ethnic prejudices as in African countries. In particular, the police force, security operative’s road safety officers should be properly mentored so that they are not sadists who desire to impose on people without a rational justification for doing so.

"The Big Sister Model in Educational Training” The Art of Mentoring and fellow Mentoring" (BSM)

In an ongoing search for new models to streamline college training and mentoring, a different training model was developed called the "Big Sister Model". This model was experienced for five years in the kindergarten-training program at the Kay College of education in Israel. Within this model, two female students are trained in each kindergarten: one in the third college year and the other in the second. Together with kindergarten staff, the two students plan the class curriculum and activities. A third-year student, who possess additional one year experience in practicing (veteran), has the opportunity to mentor a 2nd year student who also has the opportunity to observe the training of the third year and get more experience. This process provides a good staff relationship and develops interpersonal relations based on social and psychological elements, which points to a huge positive change in behavior, interpersonal relations and its motivations. In peer mentoring, the mentor accompanies, analyzes, supports, instructs, empowers and provides necessary knowledge in the mentoring process. It undergoes a process of empowerment, leadership, and success (Power et Al, 2011). This study is a continuous action research that aims at examining the effectiveness of the “Big sister” training model. When a third-year student mentors a second-year student, her personality will be accordingly empowered. Moreover, she is exposed to another year of the second year training program, once when she receives guidance in the second year and once more as a 3rd year student mentor. The second-year student enjoys continuous training throughout the day with a close colleague in addition to the training teacher and pedagogical mentor. In addition, she reveals the contents and skills of the third year allowing her ongoing internalization over time all third-year program. In the effectiveness of the training, we also sought to deeply examine the areas that this model promotes and strengthens as well as, how much the students perceive it as a training benefactor compared to the regular model in a control group.

Managers As Mentors: Building Partnerships For Learning, 3<SUP>rd</SUP> Ed.

Managers As Mentors: Building Partnerships For Learning, 3rd Ed. Chip R. Bell & Marshall Goldsmith Berrett-Koehler Publishers, Inc. (2013) 237 pages, paperback, $22.95Most managers, most often, were selected for their positions because they had demonstrated or had potential to apply their skills to the job at hand. Among those skills were formal or informal mentoring skills, so necessary, but so often given back burner notice. Chip Bell and Marshall Goldsmith have put together an extremely insightful and useful book that goes straight to the heart of mentoring, i.e., building partnerships for learning. I couldn't read this book just once; I read some of the chapters several times in order to savor the meat of the message. The layout and the right-to-the-point writing style kept me riveted to the mentoring message.Chip and Marshall divide the book into seven parts, in the order of development of mentoring skills. Within these parts are twenty seven short and concise chapters. They conclude this work with Part 7. The Mentor's Toolkit, which, by the way, is one of the most practical and useful parts of the book. Throughout this work, the authors emphasize that mentoring is not just and tell; mentoring is a partnership in learning to more efficiently and effectively solve problems on the job. Early on, in Part 1, they argue that mentoring is not about a series of quips, smart anologies, old-time hand-me-down stories and examples, but mentoring is more like being a helper/partner through the everyday work experience - not the leader-follower type model.The authors present the SAGE model, their notion of a logical progression to the goal of facilitation of learning. SAGE is a mnemonic for the steps: Surrendering - leveling the learning field, Accepting - creating a safe haven for risk taking, Gifting - the core contributions of the mentor; the Main Event, and, Extending - nurturing protege independence. This simple to model pretty much sets the tone for the rest of the book.When I read the Mentoring Scale, a self-assessment test of some 39 questions, that the authors developed, I went to the beginning and took the test myself. What a remarkable tool to help the mentor assess what attributes he/she brings to the mentoring relationship! The Mentoring Scale ties in nicely with the SAGE concept, developed earlier in the book. Together with the Mentoring Scale Scoring Form and interpretation, this test is the best part of the of the book, and it should reviewed at some point in each new mentoring relationship as a reminder of the need to stay on the high side of sociability and openness, and on the low side of dominance.In Part 1 of the work, the authors slowly and patiently presented the foundation concepts that helps the mentor learn or remember the fundamentals of the concepts of the partnership between and among mentors and their partners, i.e., the art of mentoring. In Part 2, the authors carefully tie together examples clarifying the relationship experience. The authors refer to the examples as leveling the learning field. The examples are compelling and practical. The shortchapter style makes the case in such a concise, to-the-point manner, you stay involved to the end of each chapter.In the chapter on the power of rapport, the authors say that the ritual of relationship is the gradual lowering of the mask. What a powerful concept! When the mask is lowered on both sides of the relationship, the real person behind the mask is revealed for the better or worse. Each of the short chapters in this part focus on one might term introspection, which ties in with the concepts associated with the Mentoring Scale, mentioned earlier. To make the point even clearer, we see the experience of Liz Smith, CEO of Bloomin' Brands, when she relates the story of a subordinate's slide show that opened the door to a lot of corporate skeletons that people were hiding - things that people talk about in the hallways, but never discussed openly. …

Linda Putnam and the Art of Mentoring

Linda Putnam and the Art of Mentoring

Letters to a Young Catholic: The Art of Mentoring, by George Weigel

Letters to a Young Catholic: The Art of Mentoring, by George Weigel

The mentor as artist: a poetic exploration of listening, creating, and mentoring

In this article I integrate the process of the artist with the practice of mentoring. The acts of listening to inquiry into their lives and research. Particular attention is made to the context of working with graduate students in a faculty of education. I specifically draw on arts‐based educational research methods to explore a poetic way of articulating the connection between the art of mentoring, leadership and art‐making. Highlighted is the relationship between a deep listening to ourselves and to each other as integral to expanding the notion of research to one of including our own lives as art‐works. Connections are made through poetic form to the natural world and the notion of mentoring as an invitation to the art of co‐creating.

Celebrating the art of mentoring by sharing the gift of knowledge

Celebrating the art of mentoring by sharing the gift of knowledge

The art of mentoring: Dragstedt and Woodward.

The art of mentoring: Dragstedt and Woodward.

The lost art of mentoring

The lost art of mentoring

Ira Herskowitz (1946–2003)

Ira Herskowitz (1946–2003)

The art of mentoring

My mother graduated from St Mary’s School of Nursing in Rochester, Minn, in 1939. When I was young, she worked in a nursing home. I spent a lot of time there during my youth, often just helping out with the residents until I was 12 years old and they decided to put me on the payroll. My mother ran a “tight ship,” as they say, and set high standards of care for the staff she supervised. Yet it was obvious to me that they all respected her very much— staff and residents alike—because of her compassion and commitment to the people whose lives had been entrusted to her for their care. I will always remember finding her early one morning, sitting at the bedside of a resident doing a heat lamp treatment on a decubitus. As she sat there, she and the resident were saying morning prayers together. Although my mother never acquired the advanced skills and knowledge that we have now, she innately possessed the art of caring. She taught me to take the time to care for the whole patient. She said that nursing was a lot of hard work and that I should remember that common sense and tact can go a long way. I often remember her words when I am in challenging situations. I encountered my next mentor as a new nursing graduate in the emergency department of St Mary’s Medical Center in Duluth, Minn. This mentor was, and still is, a staff nurse there. I was scared to death, and as is the case with most new emergency nurses, I received my baptism by fire. However, this nurse was always there to support me without criticism or condescension. He encouraged me to study and to learn, making sure I attended local educational conferences. His greatest gift was showing me that emergency nursing was not just a job, but a profession and a way of life. He also encouraged me to share my talents as an emergency nurse with my community as well. Before I The Art of Mentoring

The art of mentoring

How can you be a good mentor? How can you pass on your wisdom? How can you help people to find their answers to challenges? Mentoring now plays a key role in organisations that wish to pass on their hard earned wisdom. But how to ensure that such an approach works? This article explores issues you may wish to consider when: selecting mentors; defining the role of mentors; and running a mentoring session. The article also illustrates the classic “Five C” model for helping people to focus on their challenges; choices; consequences; creative solutions; and conclusions. Good mentors create a “stimulating sanctuary”. They help people to build on their strengths, find solutions and achieve ongoing success. This article gives a snapshot of key elements to bear in mind when introducing mentoring into your organisation.

Leadership and the Art of Mentoring: Tool Kit for the Time Machine

Executive Summary Mentoring is both an opportunity and a risk. It is largely a teaching process beginning with parental nurturing of children and continuing through the lifecycle of organizational and personal interrelationships. A key principle considered in this article is that mentoring is both an obligation and responsibility of leadership. Through mentoring, the wisdom and experience of the senior is passed to the junior. This includes passing on and discussing principles, traditions, shared values, quality, and lessons learned. Mentoring provides a framework to bring about a cultural change in the way we view the professional development of competent future leaders. The road to the top in most organizations today is an uphill and bumpy ride—you simply can't float to the top. Mentoring is a key way to help us get to our destination.

The art of mentoring

The importance of mentoring students in technical fields gained national attention last year with the debut of the Presidential Award for Science, Mathematics & Engineering Mentoring. Ten individuals and six institutions received the award in 1996 in recognition of their outstanding efforts to increase the participation of underrepresented groups in science, mathematics, and engineering (C&EN, Oct. 7, 1996, page 38). Some of those recipients returned to Washington, D.C, in September 1997 to participate in a symposium honoring the 10 individuals and nine institutions that received the award this year. They recounted the impact of the award on their mentoring efforts and the newfound recognition it earned them at their institutions. Meanwhile, however, faculty members elsewhere are struggling to find their mentoring feet, often at colleges and universities that have few resources to train or assist faculty in becoming good mentors. Now they have help. A guidebook compiled by the Committee on Science, Engine...

The art of mentoring

While the golden era of mentoring may have been the age of apprentice ships in medicine, the birth of the clinical clerkship in the late 1800s provided the structure for the relationship between faculty and medical student. The last few decades, however, have seen a dramatic change in the availability of faculty to mentor students in clinical teaching settings despite a 600% increase in the number of clinical full-time medical school faculty. This work explores some of the reasons for this deterioration in mentoring and looks at the role of the mentor in professional development, specifically in the area of medical education. Recommendations for implementing structured mentoring programs within a department of surgery are provided. The article concludes with discussion of individual characteristics of the effective mentor in surgical education.