Effectiveness Of Mentoring Program Research Articles

Gender barriers to career growth and support programs for women managers

In the modern world, where equality and justice are the key principles of social development, the issue of gender equality in the workplace is becoming particularly relevant. This article analyzes the gender barriers that women face in the process of career growth and examines effective support programs aimed at strengthening their positions in leadership roles. Purpose of the research – analyze gender barriers to leadership positions and evaluate the eff ectiveness of support programs for women leaders. Methodology – use of such methods of analysis as comparison, collation, systematization and statistical analysis. Originality / value – manifested in an integrated approach to the problem of gender inequality in career growth, which takes into account both structural and institutional, as well as individual and socio-cultural aspects. Findings – consist in the formulation of specifi c strategies and recommendations for organizations and government agencies to eliminate gender barriers in career growth. This includes the development of effective mentoring and sponsorship programs, the creation of educational and training programs, as well as the introduction of changes in corporate culture to reduce gender bias and stereotypes. The recommendations presented in the article can be used to shape gender equality policies and create a more equitable and inclusive work environment in various organizations and industries.

Examining the Role of Mentoring on Perceived Employability Among University Students in China

The purpose of this study is to examine the impact of mentoring on university students’ perception of employability in China and to investigate the role of mentoring duration, frequency, and mentor-mentee similarity as potential moderating factors. This quantitative study was conducted by administering an online survey among university students in China. All participants ( N = 1023) completed demographic questions and a Likert scale questionnaire consisting of 16 self-perceived employability scale items and 25 college student mentoring scale items. After controlling for the university students’ age, gender, academic field, and university rank, mentoring was significantly positively associated with perceived employability. Our results further reveal that out of the four mentoring functions, psychological emotional support is significantly positively associated with perceived employability. The findings suggest that mentoring duration, frequency, and mentor-mentee similarities shape the impact of psychological emotional support on employability. The findings of this study contribute to the literature on mentoring and perceived employability, and provide valuable insights for educators, policymakers, and mentoring program developers. By emphasizing the importance of key mentorship functions, educational institutions can develop effective mentoring programs and interventions to enhance university students’ career prospects and employability.

Registered nurses’ confidence related to undertaking a leadership role in residential aged care: A clinical leadership self-assessment survey

BackgroundThe Australian Royal Commission emphasizes the importance of registered nurse leadership in providing safe, high-quality care to older adults in Residential aged care. Nurse leadership has important ramifications for effective multidisciplinary care as well as recruitment and retention of the aged care workforce. Registered nurse leadership plays a crucial role in enhancing resident outcomes in Residential aged care, however there are limited studies examining self-perceptions of confidence and competence of nurses running Residential aged care, particularly after hours. AimTo examine registered nurse leadership via self-reported confidence and competence in Residential aged care. MethodsA cross-sectional research design with ten facilities in Western Australia was used, including a survey tool that relied on the Clinical Leadership Competency Framework. Cronbach's alpha test was used to ascertain internal reliability and replicability. The Strengthening the Reporting of Observational studies in Epidemiology guidelines was used to guide the study. Inferential statistics were used for data analysis. Data collection occurred over a six-month period, involving registered nurses employed by a single Residential aged care provider in Perth, Western Australia. Participants rated their leadership confidence on a 5-point Likert-type scale ranging from 1 (never) to 5 (all the time). FindingsFrom a sample of 100 registered nurses working in aged care after-hours, 90% reported high levels of self-confidence. The survey results showed that those who have more than 10 years of experience reported highest confidence in managing services. Registered nurses over 50 years old self-reported highest confidence in personal qualities, managing, and improving service domains. DiscussionRegistered nurses run residential aged care, and this time of aged care reform provides an opportunity to examine associations between registered nurse leadership and resident outcomes and provide avenues for improvements in working environments and resident experiences. ConclusionThe findings have important implications for Residential aged care providers in establishing effective leadership mentoring programs to support registered nurses in improving their confidence and ability.

Why building a mentoring culture can be transformational

PurposeThis paper aims to explore why creating a mentoring culture can help to transform businesses and solve key recruitment, training and development and retention issues. It looks at what a mentoring culture is and the benefits and provides advice for companies on how to build this kind of culture.Design/methodology/approachThis paper considers the approach taken by leadership coaching company The OCM to develop effective coaching and mentoring programmes which can contribute to organisational success in an ever-changing business environment. This paper explores current business challenges and how they can be overcome.FindingsCreating a mentoring culture can transform a business. It can address many talent and leadership-based challenges and tap into the potential of knowledge transfer across a multi-generational workplace. The paper includes two case studies of organisations whose experiences of mentoring and coaching have been overwhelmingly positive and led to much-needed cultural shifts.Originality/valueThis paper attempts to raise awareness of the benefits of mentoring and coaching as an effective method for attracting, developing and retaining people and meeting the challenges of a modern workplace.

The Effectiveness of Mentoring Programs on Empowering Women Entrepreneurs in Tanzania: A Case of Babati District Council

Purpose: Women entrepreneurs in Tanzania are making significant contributions to their local economies, driving innovation, and creating employment opportunities. However, they still face numerous challenges, including limited access to financing, inadequate business skills, and gender-based discrimination.To address these challenges and unlock the full potential of women entrepreneurs, mentorship programs have emerged as a powerful mechanism.
 Methodology: The study examined the effect of empowering women entrepreneurs through mentoring programs, a case study of Babati District Council. The study used mixed research approach and employed sequential explanatory research design. Descriptive and regression analysis were used to analyze the data and presented by tables and figures.
 Findings: The findings revealed the strong relationship between mentorship programs and women entrepreneurs' empowerment, as evidenced by a high R-squared value of 0.76. This means that approximately 76% of the variation in women entrepreneurs' empowerment can be explained by mentorship programs. The significant relationship between mentorship programs and women entrepreneurs' empowerment is further supported by a low p-value of 0.001, indicating that the observed relationship is unlikely to be due to chance.The study concluded mentorship programs have a significant impact on women entrepreneurs' empowerment.
 Unique Contribution to Theory, Practice and Policy: From the findings, it recommended fostering mentorship opportunities to support and uplift women in their entrepreneurial journeys. This study has contributed to the advancement of knowledge and practice in the field of mentoring programs for women entrepreneurs in Tanzania. The research has provided valuable insights and recommendations that can guide policymakers, practitioners, and researchers in their efforts to support women entrepreneurs. The study proposed a theoretical framework that elucidates the means by which mentoring programs can empower women entrepreneurs. It also identified crucial elements of effective mentoring programs, including regular meetings, clearly defined goals and expectations, active listening, and constructive feedback. Additionally, the study pushed for policies that foster an enabling environment for women entrepreneurs, including access to financing, education, and networking opportunities. Such policies can facilitate the growth and development of women-led enterprises.

The experience of good mentoring focused on overcoming turnover intention among millennial nurses.

Millennials are emerging as a prominent demographic in the nursing workforce. It is necessary to create an environment that harmonizes the advantages of each generation in a nursing workforce in which various generations coexist. As the importance of mentoring programs for millennial nurses grows, it is believed that the effectiveness of mentoring to support millennial nurses can be enhanced by identifying the attributes of good mentors as perceived by nurses. This study aimed to explore the attributes of good mentors according to millennial nurses in the nursing workforce with a focus on overcoming turnover intention problems. Four focus group interviews were conducted to collect data, which were subsequently analyzed using Braun and Clarke's thematic analysis method. A descriptive qualitative design involving 22 millennial nurses employed at a tertiary hospital, Hospital A, in Seoul, Republic of Korea was utilized. Four themes emerged from the analysis: the concept of a significant others, the presence of a driving force to endure, the importance of a guide to a harmonious life, and the value of a partner for growth. The participants themselves identified these themes. To prevent turnover intention among millennial nurses, mentors should employ diverse strategies, and institutional supports are crucial. Furthermore, since it is unrealistic to expect all ideal mentor characteristics to be present in one person, mentor development education is also necessary. This information is valuable for designing mentor development programs and for establishing a solid framework for effective mentoring programs.

Growing the Next Generation of Nurses and Nurse Leaders.

It is imperative to support the next generation of nurses and nurse leaders facing the challenges of our complex health systems. A formal mentoring program provides a structure that allows nurses to have a relationship that promotes ongoing counsel, career development, and a myriad of other benefits with another nurse or other healthcare professionals. The 2023 Magnet® Application Manual requires organizations to implement and use mentoring and succession planning programs under the transformational leadership standard. Adopting and sustaining effective and meaningful mentoring and succession planning activities and programs promote an environment of inclusion and professional development. In addition to formal mentoring programs, the importance of informal mentoring relationships can have a lasting impact on nurses along their nursing journey.

Pre-service Teachers’ Motivations to Participate in the Near-Peer Mentoring Program

Recent research indicates that college students experienced increased stress and academic anxiety during the Covid-19 era. Near-peer mentoring is a program that pairs students in different grade levels with the goal of enhancing their academic, emotional, and social development. This study uses the Expectancy-Value Theory to examine the motivation of pre-service science teachers to participate as mentors in the near-peer mentoring program, and the costs they attach to participating in the program. The qualitative research was conducted with a total of twelve pre-service science teachers. Data were collected through individual interviews during the spring semester of 2021. Results revealed that participants found the program useful, benefited from this program in terms of social/emotional support and academic career, and stated that it would be more beneficial if the content of the program were improved. The participants’ motivation to participate in the near-peer mentoring program were categorized into seven, from the most beneficial to the least, as follows: (1) developing learning strategies, (2) career planning, (3) access to university services, (4) communication, (5) sense of belonging, (6) academic development, and (7) support in registration and course selection. This research carries notable importance as it can strengthen the sense of community among pre-service teachers. This study is likely to provide an opportunity for the design of near-peer mentoring programs in universities and the development of content in accordance with the findings. Furthermore, the insights derived from this study can be crucial in designing and implementing effective near-peer mentoring programs at tertiary education levels, promising mutual benefits for both the mentor and the mentees.

Fostering the Protégé Career Success through Traditional and Relational Mentoring Functions: A Complementary Fit Perspective

In today's dynamic and continuously changing environment, achieving a successful career can be challenging for a protégé. A range of stakeholders, including mentors, influence the protégé's career success in their professional network. Mentors play a crucial role in a protégé's professional network. They are strong predictors of the resources that a protégé can acquire, such as career self-efficacy, which is essential for making informed career decisions and achieving success in professional life. Following this, the current study explores the connection between traditional and relational mentoring functions and career success via the intervening construct of career self-efficacy. Data were gathered from 384 staff employed in Pakistan's private, public, and Islamic banks. PLS-SEM was utilized to analyze the data. The findings show that mentoring functions are significantly related to the career success of protégés, with relational mentoring emerging as a more potent predictor of career success and career self-efficacy than traditional mentoring. Additionally, the findings suggest that protégé career self-efficacy mediates the direct association between mentoring and career success. This study adds to the literature by studying traditional and relational mentoring roles as predictors of protégé career self-efficacy and success. By highlighting the importance of relational mentoring, this study emphasizes the need for employers to develop effective mentoring programs that prioritize establishing supportive and collaborative mentor-protégé relationships.

Mentors' motives and mentoring functions: comparing social and commercial new ventures

PurposeEntrepreneurial support programs, like incubators and accelerators, often offer mentorship to new ventures. However, existing research on mentoring has mainly focused on the entrepreneur's perspective, leaving researchers with limited understanding of why experienced mentors provide support to new ventures. This study aimed to explore mentors' motives in mentor–venture relationships and their impact on the advisory process. It also examined different types of mentors (social and commercial) and their motivations for assisting and supporting new ventures.Design/methodology/approachThe present study utilizes a qualitative research approach to investigate the motivations and mechanisms through which new venture mentors assist founders in their growth and success. In-depth interviews were conducted with 18 mentors supporting both social and commercial ventures. These mentors were selected from ten accelerator and incubator programs situated in Belgium. The interviews aimed to gain insights into the mentors' motivations and their experiences in the role of mentors.FindingsBased on the social exchange theory and the norm of reciprocity, this study identified two main motives of mentors: “gaining back” reflecting mentors’ self-interest in deriving benefits from the relationship and “paying back” representing their altruistic reasons for supporting new ventures. Additionally, the study identified mentor functions that primarily involved providing career-related support to new ventures. Moreover, the research revealed intriguing similarities and differences in the motivations and mentoring functions between mentors of social and commercial ventures.Research limitations/implicationsFuture research should explore the evaluation process and criteria used by mentors and new ventures when selecting each other for a productive mentoring relationship. Additionally, further investigation is needed to examine the firm-level impact of various mentoring services on the performance of social and commercial new ventures at different stages of development. Comparing mentor motives and functions across diverse geographical settings would address the limitation of the study and provide a more comprehensive understanding of the topic.Practical implicationsThe findings of the study can inform policymakers, accelerator and incubator program managers and new ventures seeking mentors and support initiatives. They can use the insights to design effective mentoring programs that align with the specific needs and motivations of mentors and new ventures. Understanding the different motives and functions of mentors can help in the selection of appropriate mentors who can provide the necessary support and expertise to new ventures.Social implicationsThe study highlights the importance of mentorship in the development of entrepreneurial ecosystems. Accelerator and incubator programs play a crucial role in connecting new ventures with mentors who have the right motivation and expertise, contributing to the growth and success of new ventures and the overall entrepreneurial ecosystem. By identifying both altruistic and self-interest motivations in mentoring relationships, the study emphasizes the dual dimensions that characterize the mentor–venture relationship. This understanding can foster stronger collaborations and reciprocal exchanges between mentors and new ventures, ultimately benefiting both parties.Originality/valueThis research contributes to the entrepreneurship literature by exploring the mentor–new venture relationship from mentors' perspective. It expands the existing research on mentor–protégé relationships, broadening the understanding of mentoring dynamics in different organizational settings. The findings offer insights grounded in social exchange theory and provide directions for future research on mentor–venture relationships, resource exchange and relationship development. The study also holds practical implications for policymakers and program managers involved in fostering mentoring initiatives for new ventures.

Assessing the effects of a mentoring program on professional identity formation

BackgroundMedical education has enjoyed mixed fortunes nurturing professional identity formation (PIF), or how medical students think, feel and act as physicians. New data suggests that structured mentoring programs like the Palliative Medicine Initiative (PMI) may offer a means of developing PIF in a consistent manner. To better understand how a well-established structured research mentoring program shapes PIF, a study of the experiences of PMI mentees is proposed.MethodologyAcknowledging PIF as a sociocultural construct, a Constructivist approach and Relativist lens were adopted for this study. In the absence of an effective tool, the Ring Theory of Personhood (RToP) and Krishna-Pisupati Model (KPM) model were used to direct this dual Systematic Evidence-Based Approach (Dual-SEBA) study in designing, employing and analysing semi-structured interviews with PMI mentees and mentoring diaries. These served to capture changes in PIF over the course of the PMI’s mentoring stages.Transcripts of the interviews and mentoring diaries were concurrently analysed using content and thematic analysis. Complementary themes and categories identified from the Split Approach were combined using the Jigsaw Approach and subsequently compared with mentoring diaries in the Funnelling Process. The domains created framed the discussion.ResultsA total of 12 mentee interviews and 17 mentoring diaries were analysed, revealing two domains—PMI as a Community of Practice (CoP) and Identity Formation. The domains confirmed the centrality of a structured CoP capable of facilitating longitudinal mentoring support and supporting the Socialisation Process along the mentoring trajectory whilst cultivating personalised and enduring mentoring relationships.ConclusionThe provision of a consistent mentoring approach and personalised, longitudinal mentoring support guided along the mentoring trajectory by structured mentoring assessments lay the foundations for more effective mentoring programs. The onus must now be on developing assessment tools, such as a KPM-based tool, to guide support and oversight of mentoring relationships.

국내 간호대학생을 위한 멘토링 프로그램의 연구동향

Objectives The purpose of this study is to identify effective mentoring program composition, methods, and strategies by analyzing research trends on mentoring programs applied to nursing students in Korea. Methods Literature collection was searched in 5 domestic electronic databases (National Assembly Library, RISS, DBpia, KISS, NDSL). There is no limit to the year of the thesis publication, (‘mentoring’ OR ‘mentoring program’ OR ‘mentorship’) AND (‘nursing student’ OR ‘nursing college student’ OR ‘student nurse’) researcher searched and refined. As a result, a total of 75 articles were searched, and 10 articles that met the selection criteria were analyzed. Results The papers analyzed were 10 papers in domestic academic journals, 7 papers (70%) included in Korean Citation Index (KCI), and 3 papers (30%) in KCI candidate papers. The study design consisted of 9 quantitative studies (90%) and 1 mixed study (10%). The composition of the mentoring program varied according to the purpose, and the main variables and application effects of the mentoring program were career development, major satisfaction, improved adaptation to college life, clinical performance ability, self-esteem, self-confidence in nursing practice, and self-leadership. It has been shown to have a positive effect on adaptation, development, and ego. Conclusions This study identifies the research trends of mentoring programs for nursing students in Korea, identifies the characteristics of mentoring programs, key variables, and application effects, thereby identifying the need for periodic retraining and application, the main aspects to be considered when evaluating the effectiveness of mentees and mentors, and more. Furthermore, it provides insight into future research directions for the development of effective mentoring program methods and strategies tailored to the era of the 4th industrial revolution centered on learners.

Addressing the associate level nurse faculty shortage: Do job and mentoring satisfaction predict retention?

IntroductionAdministrators and faculty at associate-level nursing programs face challenges retaining qualified faculty members. Job satisfaction and effective mentoring programs may increase retention. The framework for this study was Herzberg's motivation-hygiene theory. The aim was to determine if job satisfaction and mentoring satisfaction levels could predict retention. MethodFull-time nursing faculty employed at state-approved associate-level nursing programs in the Mountain, Pacific, West North Central, and West South Central regions of the United States received an invitation to participate in this cross-sectional quantitative online survey. Multiple regression analysis was used to answer the research question. ResultsThere was a weak relationship between mentoring satisfaction and retention. There was a moderate, significant relationship between job satisfaction and retention. Job satisfaction predicted retention. DiscussionAdministrators and faculty can improve job satisfaction among nursing faculty by addressing motivators (like recognition, advancement, and achievement) and hygiene factors (like salary and workload). Evidence-based mentoring programs may help improve nursing faculty job satisfaction and retention.

Won’t Stop, Can’t Stop: Alternative Route to Licensure Special Education Teachers’ Persistence in their Careers

Alternate route to licensure (AR) programs in special education continue to increase despite concerns that teachers certified through these pathways leave the profession at rates higher than traditionally prepared teachers. The purpose of this study was to examine special education AR program completers to determine their persistence to stay in the profession despite odds of attrition. For this article, we examined survey results from AR special education teachers (n = 57) and completed focus group interviews with a subset (n =13) from this same sample. Using Social Cognitive Theory (SCT) to guide our research, we uncovered three major themes from our focus groups: role conceptualization, barriers experienced, and motivating factors. Our findings suggest that AR special education teachers’ persistence relies on several factors, such as society’s respect for teachers, effective mentoring programs, positive collaboration experience, understanding of their unique role as AR teachers, and self-efficacy. Implications for educational practices, policies, and further research about AR teachers is explored.

The Effects of a Mentoring Program in Connection with College English Reading and Writing Classes in a Non-Face-to-Face Situation

The non-face-to-face curriculum, which began with the COVID-19, has revealed some unexpected problems, including a lack of communication between instructors and learners and poor academic performance. To solve these problems, we studied the effects of the extracurricular course by linking the non-curricular course with the regular subject, English Reading and Writing under non-face-to-face situations. We used a mentoring program as a non-curricular course and gave learners who were learning in a situation separated from the instructors the opportunity to communicate with them. The survey and interviews were used focused on the learners’ satisfaction with a mentoring program, learning outcomes, and the program improvement suggestions. And we found that mentoring enabled one-on-one communication between learners and their instructor.
 And also mentoring played a positive role in strengthening learners' English reading ability as the participants' scores in English reading improved significantly after mentoring. Mentoring could be a way to solve the problem of academic decline caused by non-face-to-face classes. The pedagogical implications are suggested in terms of the effective mentoring program.

It Takes a Village: A Narrative Review of Anesthesiology Mentorship.

Mentorships play a critical role in the development of physician careers and should be tailored within a structured, evidence-based mentoring program to ensure mutual benefit and avoidance of pitfalls. We offer a narrative review of the current literature and commentary on mentoring at the medical student, GME trainee, and early career faculty levels within anesthesiology, and propose a framework on which an effective mentoring program can be implemented.

Mentoring: A key element in succession planning

An essential component of succession planning is mentoring for faculty (full- and part-time) and the nurse administrator. Effective mentoring programs contribute to the continuity of nursing programs and positive outcomes for nursing programs. The literature is replete with research that identifies benefits of mentoring programs for faculty and nurse administrators. Acknowledging the impact mentoring programs for nurse administrators and faculty have on positive program outcomes, this article explores the benefits of mentoring, stages of mentoring, and characteristics of successful mentoring programs. Unlike other articles related to mentoring programs for faculty and nurse administrators, this article correlates mentoring with selected Accreditation Commission for Education in Nursing Criteria.

Finding an academic home, but still searching for our place: A call for mentoring from the voices of Latina junior faculty

Universities across the country are faced with the challenges of meeting the demands of an increasing diverse student population. In order to address this need, many efforts have been made focusing on recruitment strategies for a more diverse faculty. While these recruiting efforts are essential, little attention has been paid to retention. By underscoring similar experiences, this article provides qualitative insight on issues around the negotiation of identities as Latinas in classrooms, institutions, and research programs. It argues for urgency from institutions of higher education in urban, diverse environments to address the Latina experience, social locations, and standpoints. The purpose of this article is to use narratives from current junior Latina faculty to highlight the need for and the development of effective mentoring programs that address the unique needs of diverse faculty. In sharing the author’s varying experiences and challenges from graduate school to careers in academia, we hope to influence policies and decisions that consider the unique cultural experiences of Latina graduate students, early career scientists, and junior faculty. Our fundamental goal is to advocate for structured mentoring programs as a critical component to ensuring retention and increasing academic success within a diverse professoriate.

Training the Trainers in Language Assessment via Mentoring: Building Expertise to Promote Language Assessment Literacy of Ukrainian University Teachers

This mixed-methods study described a case of group-based informal mentoring, a conceptual model of which was aligned with an effective mentoring program found in the literature. The research questions that were addressed in the study included: (1) Will mentoring training, conducted within a short (1-month) period, enable inexperienced presenters to develop and conduct an effective workshop in LTA? (2) In what way(s) has mentoring training impacted the mentees as prospective trainers in LTA? The training was implemented by one mentor and two mentees, with the immediate purpose to organize a platform to disseminate the results of an Erasmus+ staff mobility program. The data were collected via a questionnaire, a self-efficacy scale and reflection logs about the mentoring procedure, as well as the workshop in LTA conducted by the mentees with the purpose to enhance Ukrainian university teachers’ LAL. The outcome of the training reported a high success level of the workshop among 37 attendees. In addition, the participants of the mentoring training (n = 2) demonstrated improvement in their organizational skills and professional growth. The mentoring framework proved to be an effective strategy for implementing study objectives and can be recognized as a successful model for the promotion of language assessment literacy.

Effective Mentoring to Improve Job Satisfaction among Beginner Teachers at South African Primary Schools

Teachers leaving the profession before age of retirement is an ongoing problem in schools worldwide. While fewer teachers enter the profession each year, the number of teachers leaving the profession has increased. Many teachers listed lack of job satisfaction as a reason for leaving the education profession, while citing the lack of mentoring as a main cause of job dissatisfaction. This study explores the impact of an effective mentoring program at primary schools in the province of Mpumalanga, South Africa to support and improve job satisfaction among beginner teachers entering the profession. This study follows a quantitative approach, consisting of a Likert-scale questionnaire. The sample of the study was a number of 550 teachers (principals, deputy principals, heads of department, teachers and student teachers) from different races and cultures from 50 randomly selected state and private primary schools in Mpumalanga. After comparing the literature with the respondents' data, the researchers found that the development and implementation of a mentoring program in the province of Mpumalanga would positively impacts beginner teachers' job satisfaction, thus indicating a definite need for such a mentoring program.