Mentor Competence Research Articles

The Mentoring Competency Assessment

To determine the psychometric properties of the Mentoring Competency Assessment (MCA), a 26-item skills inventory that enables research mentors and mentees to evaluate six competencies of mentors: maintaining effective communication, aligning expectations, assessing understanding, addressing diversity, fostering independence, and promoting professional development. In 2010, investigators administered the MCA to 283 mentor-mentee pairs from 16 universities participating in a trial of a mentoring curriculum for clinical and translational research mentors. The authors analyzed baseline MCA data to describe the instrument's psychometric properties. Coefficient alpha scores for the MCA showed reliability (internal consistency). The hypothesized model with its six latent constructs (competencies) resulted in an acceptable fit to the data. For the instrument completed by mentors, chi-square = 663.20; df = 284; P < .001; root mean square error of approximation (RMSEA) = 0.069 (90% CI, 0.062-0.076); comparative fit index (CFI) = 0.85; and Tucker-Lewis index (TLI) = 0.83. For the instrument completed by mentees, chi-square = 840.62; df = 284; P < .001; RMSEA = 0.080 (90% CI, 0.063-0.077); CFI = 0.87; and TLI = 0.85. The correlations among the six competencies were high: 0.49-0.87 for mentors, 0.58-0.92 for mentees. All parameter estimates for the individual items were significant; standardized factor loadings ranged from 0.32 to 0.81 for mentors and 0.56 to 0.86 for mentees. The findings demonstrate that the MCA has reliability and validity. In addition, this study provides preliminary norms derived from a national sample of mentors and mentees.

An Importance-Performance Analysis of Elementary Master Teachers' Mentoring Competencies

An Importance-Performance Analysis of Elementary Master Teachers' Mentoring Competencies

멘토링 기능이 패션 관련 학과 대학생의 학과적응에 미치는 영향 -자기효능감과 멘토역량의 조절효과-

This study examines the influence of mentoring function on major adaptation of university students in a fashion related department and identifies the moderating role of self-efficacy and mentor competence on the effectiveness of a fashion mentoring function. Questionnaire data were gathered from 266 university students in a fashion related department with previous experience in a mentoring program. The results showed that the psychosocial function, sensitivity developmental function, and the fashion career developmental function had a positive impact on the department adaptation (adaptation for professor and adaptation for learning). In addition, there were moderating effects of self-efficacy on the influence of the fashion career developmental function on professor adaptation and the moderating effects of mentor competence on the influence of the sensitivity developmental function on professor adaptation. The results of this study provide various guidelines for professors or administrators of fashion related departments who are interested in mentoring systems.

The role of storytelling in the formal mentoring program

This article addresses the question of what sort of role storytelling plays in the formal mentoring program. Firstly, individual's personal competence which is divided into knowledge and socially based competencies, and how this competence alters in the course of individual's working life is illustrated. Secondly, due to the fact that the mentor's competence is transferred from his or her worldview to the mentee's worldview, the concept of worldview is described. Then the discussion deals with the main content of the article – namely, mentoring and storytelling, and the characteristics of knowledge transferred through these activities. Because of the need to attain a better understanding of the knowledge transferred through mentoring and storytelling, some results of an empirical study conducted on a formal mentoring program in a large Finnish technological manufacturing company (i.e., comments of interviewees) are picked up in brief and included in the article. The article ends with the conclusion according to which knowledge transferred through the formal mentoring program differs from the knowledge transferred through an ordinary storytelling practice, and therefore, the storytelling plays only a weak role in the formal mentoring program. However, the situation depends upon characteristics of the mentor and mentee.

Implementation and sustainability of the nursing and midwifery standards for mentoring in the UK

There is growing emphasis on developing sounder processes for ensuring that nursing and midwifery students are appropriately supported and assessed in practice settings, so that they are fit to practice at the point of registration. To support this, the Nursing and Midwifery Council (NMC) in 2006, introduced new mandatory standards for practice education (NMC, 2006). The standards outline mentor responsibility for developing and ensuring the practice competence of students and provide a more defined statement regarding accountability for the decisions that lead to entry to the professional register (NMC, 2006, p. 6). Integral to the standards is the creation of a new role final placement mentors; the 'Sign-off' mentor. The concept of the 'Sign-off' mentor is new and the arrangements for implementing a sustainable approach will be challenging for placement providers. Equally challenging for universities, is the development of a framework that can support, monitor and provide evidence, that regulatory requirements have been met. This paper outlines the complexities associated with maintaining mentor competence, discusses some of the challenges for Sign-off mentors and is intended to contribute to the general discussion about specific aspects of the Nursing and Midwifery Council (NMC) standards and their sustainability in practice.

Assessing student nurses' clinical skills: The ethical competence of mentors

Aims Various issues related to assessment of student nurses’ clinical skills have been documented in the literature. The assessment of these skills is performed by designated qualifi ed health-care professionals, referred to here as mentors. Research suggests that during clinical placements, some mentors may be signing students’ practice competencies as pass without full evidence of their competence. If the student is not competent in those skills, they could unknowingly harm patients, which amounts to unethical practice on the part of the mentor. Content This article describes the reasons for exploring ethical practice in relation to assessments of clinical skills. It examines what ethical practice and ethical competence are, the importance of detecting student underachievement early, and the support available to mentors for resolving problems with assessment of clinical skills. Discussion and Conclusions It is suggested that education for ethical competence should be more emphatically incorporated in the educational preparation programmes for mentors and similar roles.

ANALISIS KOMPETENSI PAMONG BELAJAR DI SANGGAR KEGIATAN BELAJAR (SKB) JAWA TENGAH

The purpose of this research is to know the correlation of the competence of learning mentors in District Learning Center and the contribution of education level, job experience, training, attitude to the profession and working climate toward the learning mentor’s competence. The population covers 328 learning mentors and the samples include 92 learning mentors from 11 out of 29. The data are collected using questionaires and analyzed using partial correlations and multiply regression techniques. The finding shows, signficant correlations betwen those four variables and the competence of the learning mentors.

Evaluation of the Coaching Competence Self-Review online tool within an NHS leadership development programme

Objectives:The objectives of this case study were to: (1) develop a Universal Integrated Framework (UIF) of coaching; and (2) evaluate its effectiveness in terms of its impact upon the participants and the organisations.Design:49 participants assessed themselves on coaching indicators using the online CCSR tool as part of a leadership development programme within the National Health Services (NHS) in UK. The tool consisted of four dimensions (Personal, Social, Cultural, and Professional) and 18 elements with 110 questions.Methods:The tool was evaluated using linear regression and analyses of variance, supplemented with qualitative review as part of triangulation process.Results:Statistical analyses indicated that the Coaching/mentoring competence was predicted by Personal competence. The competence increased with age/life experience. There were no differences in competence scores between male and female participants. Personal and Social and Social and Cross-Cultural competences were co-related. Black participants seemed to benefit from the cross-cultural dimension framework as they scored significantly higher than White participants. Asian participants scored somewhere in between the two categories.Conclusions:The results supported the underpinning coaching philosophy that was advocated that in order for the framework to be universal (non-biased), it was important to include a cross-cultural dimension within the core coaching and mentoring competence. It was recommended that future research should aim to explore the validity of the individual elements of the CCSR using a larger sample size.

A Framework for Conceptualizing Competence to Mentor

Although advertisements for jobs in academe increasingly suggest that mentoring students is a job requirement, and although academic institutions are increasingly prone to consider a faculty member's performance as a mentor at promotion and tenure junctures, there is currently no common approach to conceptualizing or evaluating mentor competence. This article proposes the triangular model of mentor competence as a preliminary framework for conceptualizing specific components of faculty competence in the mentor role. The triangular model includes mentor character virtues and intellectual/emotional abilities, as well as knowledge and skills (competencies) that are seen as expressions of training and experience. The article concludes with discussion of the implications of this model for faculty hiring, training, and evaluation.

The Usefulness of Theory: A Case Study in Evaluating Formal Mentoring Schemes

The establishment, extension and development of formal mentoring schemes in workplaces have been accompanied by an extensive analysis of the preconditions for successful implementation. These have tended to explore the "mechanics" of formal mentoring schemes; namely policy development, scheme design, mentor competence, and mentor training. These studies tend to be normative and prescriptive. Substantive theoretical analysis of formal mentoring has been either absent, implicit, limited, or underdeveloped.