Implementation Of Mentoring Program Research Articles

Mentoring programs implementation: differences between group and individual mentoring

PurposeThis article aims to present the differences in implementation between individual mentoring programs (IMPs) and group mentoring programs (GMPs).Design/methodology/approachThis exploratory study used semi-structured interviews with 16 experts: mentoring program (MP) coordinators, consultants and mentors. During the interviews, the steps in implementing a mentoring program were reviewed and discussed by practitioners.FindingsBased on the interviews and contrasting with the proposed implementation model, the authors compared IMPs and GMPs. The results highlight the role of the GMP coordinators, especially in the selection of mentors, mentees and generating resources that favor the beneficial effects of group dynamics on mentoring processes.Practical implicationsThis model for implementing MPs and the differences identified between IMPs and GMPs provide practical help to program coordinators (PCs) and mentors to deploy MPs by highlighting the relevant aspects.Originality/valueMentoring is a Human Resource Development (HRD) technique whose implementation at the program level needs further deepening for practitioners. This is the first work that emphasizes the differences to be considered in the design and implementation of MPs by taking the individual or group dimension of mentoring.

Significados atribuidos ao programa de mentoria implementado numa instituição de ensino superior

Introducao: O presente trabalho parte do interesse pelo acompanhamento dos processos desenvolvidos e vivenciados no âmbito do Programa de Mentoria de uma Instituicao de Ensino Superior, no decorrer do ano letivo 2019/2020. A implementacao dos principios da educacao inclusiva no ensino superior e um desafio a propria instituicao, professores e estudantes, o que pode ser concretizado na implementacao de Programas de Mentoria/Tutoria. Objetivos: Compreender o significado da implementacao do Programa de Mentoria para os estudantes da instituicao; Reconhecer os principais papeis desempenhados na mentoria. Metodos: Este estudo parte da entrada em campo no Projeto da Mentoria existente numa Instituicao de Ensino Superior, atraves das ferramentas metodologicas do estudo descritivo e exploratorio, de natureza qualitativa. Foi utilizada a metodologia sociopoetica na abordagem dos dados recolhidos na base de dados do estudo: “Praticas inclusivas na instituicao: Percecoes sobre a Implementacao de um Programa de Mentoria”. Resultados: Os resultados, obtidos subjetiva e empiricamente, permitiram concluir que, do tema desocultado “Significado Atribuido ao Programa de Mentoria Implementado”, emergiram nove categorias, nomeadamente: “Significado atribuido ao momento em que foi iniciado”; “Significado atribuido a forma de selecao do par mentor-mentorado”; “Significado atribuido as orientacoes recebidas”; “Significado conferido as funcoes atribuidas ao tutor”; “Significado atribuido as funcoes atribuidas ao mentor”; “Significado atribuido a frequencia e duracao dos encontros”; “Significado atribuido a relacao de Mentoria estabelecida”; “Significado atribuido a continuidade do Programa na instituicao” e “Significado atribuido ao valor atribuido ao Programa”. Conclusao: Este trabalho de investigacao proporcionou outra abordagem a Mentoria quanto a forma e ao estilo. Nao devem, contudo, restar duvidas de que a Mentoria e sempre um instrumento para a inclusao de todos os estudantes, independentemente das suas caracteristicas individuais, devendo o mentor ser solidario, uma fonte de apoio, um suporte, nao assumindo protagonismos, pois o centro do Programa de Mentoria sao os estudantes e a sua plena inclusao no universo institucional e academico.

Mentoring as an individual form of preparing orphans for independent living in Ukraine

Abstract Objective: The purpose of the study is to analyze and define the content, specifics, and procedures of social and psychological work with citizens who have expressed a desire to become mentors for orphans. Introduction: In Ukraine, there are more than 750 foundations of institutional care and upbringing of children, in which approximately 106,000 children live. Only 8% among them have the status of orphans and children deprived of parental care; the other 92% have parents, but due to some difficult life circumstances of parents or presence of special needs or disability in children, they cannot live or be brought up in the family. It means that 92% of children without the status of orphans or children deprived of parental care cannot be adopted or placed for living and upbringing to other forms of family placement (guardianship/care, foster family, family-type orphanage). Along with this, out of 8% of orphan children and children deprived of parental care, there are no opportunities to be accommodated in any family forms of upbringing the following children: teenagers and youngsters, brothers and sisters from families with many children, and children with disabilities. In such children, close emotional relationships with meaningful, constant adults, which is a vital necessity for their psycho-emotional development and well-being, have been lost or were not formed at all. Accordingly, the introduction of mentoring for orphans and children deprived of parental care who live in relevant institutions is motivated by the necessity to satisfy the need of every child in emotional support, assistance and protection by a significant, authoritative person, and friend. Methods: The study uses an experience which was gained during the realization of the project as the author-developer of the methodology of socio-psychological work with citizens and children concerning preparations for mentoring and training for both coordinators and mentors of the Mentoring Program in cooperation with specialists of the “One Hope” non-governmental organization; in the role of educator for the preparation of coordinators for the Mentoring Program implementation, as well as in the role of expert during the implementation of Mentoring Program by the community organization “One Hope” during the 2009-2016 period [1]. Also, authors participated in developing of the mentors preparing program over orphans and children deprived of parental care in order to receive approval at the state level. Results: Mentoring for orphans and children deprived of parental care residing in institutions has been implemented in Ukraine since 2009 by the “One Hope” (“Odna Nadia”) public organization in cooperation with the Kyiv City Children’s Service and the Kyiv City Center of Social Services for Families, Children and Young People. The project “One Hope” was launched in the city of Kyiv and the Kyiv region during 2009-2016. Since 2016, mentoring as an individual form of support and assistance for a child living in a residential institution has been introduced in Ukraine at the state level. Conclusions: If an orphan child or a child deprived of parental care is unable to live and being brought up in a family, then the mentor’s role in the life of this child is of paramount importance. This is due to the fact that such a form of individual support through mentoring will facilitate the preparation of every orphan child for independent living in the future.

The Effect of Mentoring on Beginning Chemistry Teacher's Teaching Practice

In this study, we investigated the changes in beginning chemistry teachers' teaching practice without mentoring program and after the implementation of mentoring program. Participants in our study included two chemistry teachers who have less than one year of teaching experience and three mentor teachers. We collected data such as video recordings of teacher's classes, interview, and recordings of mentoring after each class. The results show there were slight changes in teaching contents, teaching procedure, and explanation method without mentoring. On the other hand, there were a lot of significant improvement in classroom environment, teaching contents and teaching procedure, teaching-learning techniques, questioning and feedback, and explanation method after mentoring has been implemented. However, there were no easy changes in the teaching style, understanding of students, and ways of interaction with students in connection with teaching purposes. Based on the results of this study, we explored the possibilities of instructional improvement through mentoring on beginning chemistry teacher's teaching practice. Therefore, we consider that more systematic and long-term mentoring is necessary to improve professionalism in teaching beginning teachers. In particular, we propose mentoring programs reflecting the individual needs of beginning teachers.

Exploring the impact of mentoring functions on job satisfaction and organizational commitment of new staff nurses.

BackgroundAlthough previous studies proved that the implementation of mentoring program is beneficial for enhancing the nursing skills and attitudes, few researchers devoted to exploring the impact of mentoring functions on job satisfaction and organizational commitment of new nurses. In this research we aimed at examining the effects of mentoring functions on the job satisfaction and organizational commitment of new nurses in Taiwan's hospitals.MethodsWe employed self-administered questionnaires to collect research data and select new nurses from three regional hospitals as samples in Taiwan. In all, 306 nurse samples were obtained. We adopted a multiple regression analysis to test the impact of the mentoring functions.ResultsResults revealed that career development and role modeling functions have positive effects on the job satisfaction and organizational commitment of new nurses; however, the psychosocial support function was incapable of providing adequate explanation for these work outcomes.ConclusionIt is suggested in this study that nurse managers should improve the career development and role modeling functions of mentoring in order to enhance the job satisfaction and organizational commitment of new nurses.