Mentor Training Program Research Articles

Mentor communication skills training: development, feasibility, and preliminary efficacy

BackgroundMentoring is vital to career development in academic medicine, and communication underlies all aspects of the mentoring relationship. Although training research mentors has been shown to be effective, few academic medicine faculties have received training in how to mentor. The investigators developed a novel intervention, the Mentor Communication Skills Training for Oncology Faculty (“Comskil Mentor Training”) and examined feasibility and preliminary efficacy.MethodsThe study was a single arm pre-post intervention design. The intervention (Comskil Mentor Training) was offered in one virtual 3-hour session and included a didactic lecture with exemplary skill demonstration videos, facilitator-led small group role plays with trained actors, and evaluation. 19 faculty members from 12 departments participated in the training.ResultsAll participants completed the training. Overall, the training was rated favorably, with more than 80% of participants indicating that they “agreed” or “strongly agreed” with training evaluation. From pre- to post-training, significant improvement was seen in participants’ overall self-efficacy to communicate with mentees, as well as participants’ overall use of communication skills and mentoring-specific language.ConclusionsOur findings support the feasibility and preliminary efficacy of a virtually delivered experiential mentor communication skills training program for multidisciplinary clinical and research faculty in oncology.

Design and Implementation of a Mentorship Education Program at Xavier University of Louisiana: Impact and Lessons Learned.

Historically Black Colleges and Universities (HBCUs), such as Xavier University of Louisiana (Xavier), have strong cultures of mentoring underrepresented students. We report on the design and implementation of the Preparing Mentors and Advisors at Xavier (P-MAX) Program, a mentor-training program at an HBCU. Over half of the full-time Xavier faculty members have participated in at least one P-MAX event over the life of the Program, with about 60% completing the 8-hour foundational workshop. Pre/post program self-assessments indicate that mentors report significant increases in both their mentoring skills and confidence. Recommendations to consider when designing and implementing a mentor training program are provided. These range from being thoughtful about who delivers the mentoring lessons to paying close attention to the specific audience and institutional culture.

Increasing confidence in mentoring strategies for predoctoral and postdoctoral scholars through implementation of a mentoring academy

In support of the development of undergraduate researchers and the mentor development of predoctoral and postdoctoral scholars (Near Peers), a targeted near peer mentor training program was developed. Innovative and highly impactful early training experiences in research play a key role to inspire and motivate the next generation of scientists. Predoctoral and postdoctoral trainees are often asked to assist in the training and mentoring of short-term summer undergraduate researchers. Previous studies have shown that the efforts of these “near peers” to educate, train, and develop the summer undergraduate scholars have a positive impact on the undergraduate researchers. However, many near peer mentors have limited mentor training/experience and lack confidence in their ability to mentor undergraduate scholars. Thus, developing avenues and opportunities to train near peers on mentoring is vital to enhancing the experience of both the undergraduate researchers and near peers. The Kidney Undergraduate Research Experience (KURE) at the University of Alabama at Birmingham (UAB) engages undergraduate summer scholars with a wholistic research experience which includes an involved team of near peer mentors. A near peer mentor training program was developed with input from near peer focus groups, based on their interest in expanding their mentoring abilities and developing confidence in their role as a near peer mentor. The aim of this study was to determine whether this mentoring program was effective in increasing near peer mentoring abilities and confidence levels through quantitative and qualitative measures. Evaluations were given to near peers prior to, during, and at the end of the 6-month program (44 scholars started the program in Fall 2022 and 33 scholars completed all activities). We found that 83% of near peers expressed increased confidence in mentoring (n=24). Improvement in specific mentoring abilities were also assessed, such as “confidence in effectively communicating expectations” (pre- 4.02, ±0.82, n=44; post- 4.83 ±0.37, n=24; using a scale from 1 = not at all to 5 = very confident). We also identified the most impactful elements of the program including facilitation, topics, and platforms. Through assessing these aspects of the program, we determined essential and sustainable elements for future near peer mentor training programs. We conclude that a near peer mentor training program builds confidence and enhances the ability of predoctoral and postdoctoral scholars in their roles as near peer mentors. NIH R25DK115353 — 05S1. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Evaluation of a 3M (mistakes, mentoring and mastery) training program for transfer of control situations in a level 2 automated driving system

Drivers must actively supervise automation as it can only function in limited conditions. A failure to supervise the system has negative consequences in terms of missed requests to take over control and may cause crashes or jeopardize safety. The objective of this study is to determine the effect of a novel, 3M (Mistakes, Mentoring and Mastery) training program on drivers’ behavior while using level 2 driving automation systems. To achieve this, 36 participants were assigned randomly to three different training programs (3M training, User manual, and Placebo) and drove through scenarios on a fixed-based driving simulator. The results showed that drivers in the 3M training Group took back control more effectively when the driving automation system reached its limits compared to drivers who received User manual or Placebo training. Drivers in the 3M training Group also had higher situation awareness and improved trust in automation. The results indicate that an interactive approach to training with regards to vehicle automation can help drivers more safely interact with automation systems.

Ethnic church mentoring: buffer against outside prejudice and inside pressure for success

ABSTRACT This study investigates the influence of church mentoring on the psychosocial development of adolescents from immigrant and ethnic minority backgrounds. Framed within ecological systems and sociocultural theories, it examines mentoring processes in fostering positive youth development. Semi-structured interviews were conducted with fifteen adolescents, mentors, and parents from a Protestant congregation, primarily comprising immigrants from South Koreaand Hispanic families. Qualitative content analysis identified thematic categories, revealing that multicultural church mentors acted as bridges between first-generation immigrant parents and their U.S.-born offspring, shielding against external prejudice and buffering academic pressures from immigrant parents. They provided guidance on practical issues and served as role models, validating adolescents’ identity and belonging. Findings suggestthe need for mentor training programs and parenting workshops addressing generational differences. Leveraging community resources and relational capital is crucial for promoting positive youth development among immigrant and ethnic minority communities.

Empowering mentor teachers for supervision through an online mentor training program

AbstractThe study focused on the improvement of supervisory skills among mentor teachers in K‐12 who work with student teachers in an English language teaching program of an English‐medium state university in Istanbul, Turkey. The researchers explored how the mentor teachers' supervisory skills, namely observation and giving feedback, were improved after participating in an online mentor training program. The training program was designed based on Morrison et al.'s (2013) instructional design model and implemented for seven mentors during the practicum period. The program included mentoring tasks that asked mentor teachers to organize reciprocal observation sessions with the student teachers, followed by mutual feedback discussions. The researchers investigated the influence of the tasks through thematic analysis of the mentor teachers' reflection reports. The data showed that the tasks improved mentor teachers' understanding and practice of the supervision process and increased their awareness of their own teaching practices by promoting personal and professional growth. The results suggest that an online mentor training program may have the potential to empower mentor teachers both for their supervisory roles and ongoing professional development.

Exploring Mentoring Strategies in Developing Christian Leadership Within the Pentecostal Assemblies of God (PAG) Church in Turkana Region, Kenya

This study examines the mentoring strategies used to develop Christian leadership within the Pentecostal Assemblies of God (PAG) Church in Turkana Region, Kenya. Mentoring, rooted in biblical principles such as discipleship, plays a vital role in shaping church leaders, particularly in regions like Turkana, which face socio-cultural and geographical challenges. The study identifies key mentoring models, including spiritual guidance, role modeling, and group mentoring, and assesses their effectiveness in leadership development. Challenges such as geographical isolation, limited educational resources, and cultural factors were also explored to understand their impact on mentoring practices. A descriptive survey design was utilized, targeting 143 church leaders within various PAG districts. Using stratified random sampling, a sample of 59 leaders participated in the study. Data collection was conducted through structured questionnaires and interviews, and the data were analyzed both quantitatively, using descriptive statistics, and qualitatively, through thematic analysis. The findings revealed that spiritual guidance and role modeling are highly valued as mentoring strategies. However, peer mentoring and social support were moderately recognized, suggesting underutilization in some leadership contexts. Notably, gaps in formal mentoring structures were identified, along with a limited understanding of more advanced mentoring techniques such as coaching and sponsorship. The study recommended the implementation of more structured and comprehensive mentoring frameworks, along with enhanced mentor training programs to address these gaps. By addressing these challenges, the PAG Church can improve its leadership development strategies, ultimately fostering a more inclusive and effective mentoring environment.

Educational Nurturing in Underdeveloped Contexts Unraveling the Dynamics of Student Teachers’ Holistic Development

Introduction: The paper underscores the crucial necessity of providing effective guidance to student teachers, referred to as "Pre-Service," to effectively address and navigate classroom challenges and overcome issues related to teaching practicum. Study explores the experiences of 08 student teachers focusing on their mentoring experiences during teaching practicum in rural areas of Sindh. Methodology: The study was conducted in schools situated in rural Sindh, involving participants who were new teachers in their fourth year of the Bachelor of Education program. The qualitative approach utilized structured open interviews to gather insights into the challenges faced by pre-service teachers during their teaching practicum, specifically exploring the guidance provided by mentors in underprivileged schools. Findings: The findings disclose a common experience among interviewed student teachers who lacked awareness of the challenges confronted by in-service teachers in underprivileged schools, particularly in rural areas with limited resources such as electricity,computers, whiteboards, and data projectors. The study highlights the concerns expressed by pre-service teachers regarding insufficient guidance from trained mentors and a lack of mentor motivation when assigned to schools in challenging environments. Implication/Future Direction: Drawing on the "Situativity theory" as a framework, the implications suggest the need for enhanced mentorship programs and support mechanisms to better prepare pre- service teachers for the challenges in diverse educational settings. Future directions include developing comprehensive mentor training programs and refining existing mentorship structures to ensure the successful integration of pre-service teachers into underprivileged school environments.

Advancing Inclusive Mentoring: An Effective Mentor Training Program Across Comprehensive and R2 Public Universities.

Positive and inclusive mentoring of undergraduate research students, particularly of students from historically underrepresented groups is critical. The Advancing Inclusive Mentoring (AIM) program was developed to share inclusive mentoring practices with mentors at undergraduate-focused campuses and was assessed across five minority-serving universities. Self-ratings of mentorship skill as very- and exceptionally developed increased by 58% after AIM completion, and 93% of participants indicated they were likely to change their mentoring following AIM. While 93% of mentors rated the AIM program as beneficial, and 88% found most or all six modules pertinent to their mentoring, campus variations existed in perceived benefit (87%-100%) and pertinence (80-97%). These results suggest that AIM is effective training for mentors of undergraduate researchers, including those from historically underrepresented groups.

The Experiences of The Practicum Dyad: A Meta-Synthesis From Turkish EFL Case (2012-2022)

Purpose: The practicum component of teacher education programs and its active participants, mentor teachers (cooperating teachers) and student teachers, have a special place in teacher education programs. With a focus on the experiences of this practicum dyad, this meta-synthesis aims to describe a broader picture of practicum practices in the Turkish EFL context. 
 Design/Methodology/Approach: It investigates the recent qualitative studies published between 2012 and 2022 through a meta-synthesis 
 Findings: The synthesis identified three main themes: (1) challenges, (2) expectations, and (3) appreciation of both members, which were further categorized as practicum-based, profession-based, and school-based. 
 
 Highlights: The results provided not only valuable data to inform a mentor training program but also uncovered the concerns experienced by all three groups, which should be carefully examined, and necessary actions should be taken accordingly. Through a review of in-depth qualitative studies related to the experiences of the EFL practicum dyad, it provides a broader lens for the practicum studies conducted in language teacher education programs in Turkey and raised issues to be addressed by supervisors, mentors, student teachers, and policy makers, which could also lead to further inquiries for other teaching contexts.

Elevating Mentorship Competency for Sustained Impact via the University of Zambia Mentor Training Program.

The University of Zambia (UNZA) Mentor Training Program is conducted annually to strengthen the mentorship capacity of postgraduate programs for the health professions. This intensive five-session course trains faculty members in the mentorship of students. Established by senior UNZA leaders and US-based collaborators, this program was designed to address gaps in mentorship identified at the institutional level. Faculty facilitators developed the course curriculum and used a train-the-trainer model to ensure program sustainability. Participants were faculty members who mentor PhD and Master of Medicine students. To assess the program's impact, mentors and their mentees completed questionnaires on the mentor's mentoring competencies at the end of the course and 1 year later. Competency scores were compared longitudinally to quantify potential changes in mentoring behaviors. Mentors and mentees alike noted mentor growth in all competency domains from postcourse to 1 year later, providing evidence of a trend toward improvement in mentorship and that the program may have sustainable and positive effects on mentoring behaviors over time. Salient areas of growth corresponded to emphasized topics and discussions, including addressing diversity, aligning expectations, assessing capacities, motivating mentees, and fostering independence. These findings suggest that mentors internalized this content and transferred it to behavior change. The behavior changes may reveal a larger change in the institutional environment around the mentoring of students. The UNZA Mentor Training Program appears to have sustained impact after a year and should bode well for future benefits to students, faculty, and the institution.

Feasibility of a Peer Mentor Training Program for Patients Receiving Hemodialysis: An Educational Program Evaluation

The 'PEER-HD' multicenter study tests the effectiveness of peer mentorship to reduce hospitalizations in patients receiving maintenance hemodialysis. In this study, we describe the feasibility, efficacy, and acceptability of the mentor training program. Educational program evaluation including the following aspects: (1) description of training content, (2) quantitative analysis of feasibility and acceptability of the program, and (3) quantitative pre-post analysis of efficacy of the training to impart knowledge and self-efficacy. Data were collected using baseline clinical and sociodemographic questionnaires from mentor participants enrolled in Bronx, NY, and Nashville, TN, themselves receiving maintenance hemodialysis. The outcome variables were the following: (1) feasibility measured by training module attendance and completion, (2) efficacy of the program to impart knowledge and self-efficacy measured by kidney knowledge and self-efficacy surveys, and (3) acceptability as measured by an 11-item survey of trainer performance and module content. The PEER-HD training program included 4 2-hour modules that covered topics including dialysis-specific knowledge and mentorship skills. Of the 16 mentor participants, 14 completed the training program. There was complete attendance to all training modules, though some patients required flexibility in scheduling and format. Performance on posttraining quizzes was consistent with high knowledge (mean scores ranged from 82.0%-90.0% correct). Mean dialysis-specific knowledge scores trended higher post training than at baseline though this difference was not statistically significant (90.0% vs 78.1%; P=0.1). No change in mean self-efficacy scores was demonstrated from before to after training, among mentor participants (P=0.2). Program evaluation assessments of acceptability were favorable [mean of all patient scores (0-4) within each module ranged from 3.43-3.93]. Small sample size. The PEER-HD mentor training program required accommodation to patients' schedules but was feasible. Participants rated the program favorably, and although the comparison of performance on knowledge assessments post- and pre-program showed uptake of knowledge, this was not statistically significant.

Critical traits of graduate student mentors affecting students’ science identity development in an NSF-funded research experiences for undergraduates (REU) program

ABSTRACT Reported herein are the findings from a grounded study probing the impact of graduate student mentors in a National Science Foundation (NSF)-funded research experiences for undergraduates (REU) program (2014–2016) in chemistry & chemical biology at an urban private research university on undergraduates’ development through the lens of self-efficacy and science identity theory. Mentor traits that appear to be most important include availability, promoting students’ independence, being a good teacher, partnership, benchmarking, and demonstrating trust and respect for the protégé. These traits appear to influence recognition, competence, and performance in science identity theory. Identification of critical mentor traits and their significance to the protégé’s career development should be useful in the design of effective graduate student mentor training programs.

Knight Scholars Program: A Tiered Three-Year Mentored Training Program for Urban and Rural High School High School Students Increases Interest and Self-Efficacy in Interprofessional Cancer Research.

Cancer research training programs build our future biomedical workforce. Training is often centered for students residing close to research institutions, making access more challenging for rural students. A cancer research training program was developed for high school students residing in five geographical regions across Oregon. Training was tiered in duration and intensity across the three years, including a one-week Introduction program and subsequent 10-week summer research training programs (Immersion and Intensive). A total of 60 students participated in in-person and/or virtual training, with Immersion students receiving mentored shadowing experiences in clinical care, public health, and outreach in their home communities. Laboratory rotations at a research-intensive institution enabled students to sample research environments before selecting an area of interest for Intensive training the following summer. Aligning with Self-Determination Theory, the Knight Scholars Program aims to build competence, relatedness, and autonomy of its trainees in biomedical sciences. The program exposed students to a wide range of interprofessional careers and collaborative teams, enabling scholars to envision themselves in various paths. Results show strong gains in interest and research self-efficacy for both Introduction and Immersion scholars, with findings highlighting the importance of representation within mentoring and training efforts.

503 Implementing a formal research mentoring training program at the Miami Clinical and Translational Science Institute: early findings and outcomes

OBJECTIVES/GOALS: The goal of this study is to describe the implementation of a formal research mentoring training program at Miami CTSI in collaboration with University of Colorado CTSI, to build effective mentor-mentee relationships that help build successful research careers for junior faculty. METHODS/STUDY POPULATION: The Miami CTSI Research Mentoring Training is a three-part series for early stage faculty and their mentors to strengthen mentoring skills and build successful relationships. The curriculum uses evidence-based strategies and is modeled after University of Colorado CTSIs CO-Mentor Training Program. The pilot training was conducted as a train-the-trainer program with subsequent workshops led by Miami CTSI faculty. The program has mentee-only, mentor-only, and joint sessions covering topics such as networking skills, managing financial aspects of an academic career, and career mapping. To assess program effectiveness, pre/post surveys were conducted and follow up surveys are planned. Data collected will assess participant diversity, research productivity, and mentoring relationship status. RESULTS/ANTICIPATED RESULTS: A total of 49 mentor-mentee teams from 18 departments participated in the training over two cohorts. An upcoming third cohort will be included in the analysis. Overall, 100% mentors and 86% mentees reported the overall value of the program as positive. Post-training, mentees reported an increase in confidence in creating career development plans and articulating career goals. Mentors reported an increase in confidence in providing guidance tailored to mentees needs. Mentees reported improvement in their knowledge of developing personal narratives and handling financial aspects of research; both mentors and mentees reported improvement in insights into achieving work-life balance. Follow up survey results will provide insight into the evolution of the mentoring relationships. DISCUSSION/SIGNIFICANCE: Miami CTSIs mentoring training demonstrated successful participation and positive feedback from mentors and mentees and is poised to become a critical component of the Miami CTSIs research career development pipeline.

Effective School Leadership: The Institution of the Mentoring and Coaching

This article describes the institution of the mentor which facilitates contact and support from the peer and thus helps to reduce feelings of isolation and loneliness. It was also emphasized that the mentor provides professional and emotional support and thus helps reduce feelings of anxiety and frustration. It boosts self-confidence and self-esteem, as it provides rich opportunities for reflection on the new role and awareness of the strengths and weaknesses that need strengthening and improvement. Reference was also made to the role of coach. The training as mentioned concerns a method that belongs to the same category of practical methods as the institution of the mentor. The in-school mentoring process as referred to in this article includes goal-oriented learning practices between two individuals that lead to behavior change so mentor and coach training programs can offer valuable services at relatively low cost to the state and quite high benefit for education.

Efekat mentorskog rada na samoefikasnost nastavnika redovnih škola u implementaciji inkluzivne edukacije na nivou osnovnog obrazovanja

Impaired teachers' self-efficacy has contributed to delays in the implementation of inclusive education in Nigeria. Unfortunately, several efforts established towards ensuring the actualization of the Salamanca Declaration in Nigeria are yet to produce desired results. Although some past studies identified a mentor-mentee approach as a model that promotes the efficient implementation of established policies, paucity of research evidence exists on the implication of mentor-mentee approaches on the construction of teachers' self-efficacy for inclusive education, particularly at the basic level of education. Objectives. This study was conducted to investigate the effect of mentorship on in-service regular teachers' self-efficacy towards the implementation of inclusive education at the basic education level in Gombe State, Nigeria. Methods. A quasi-experimental research design was adopted for the study, while a purposive sampling technique was used to select 42 participants aged between 20 and 45 (M = 33.90, SD = 6.35) from two local government areas of the Gombe South Senatorial District. Participants were assigned to treatment and control groups, with 21 participants in each group. The Teachers' Sense of Efficacy Scale (a = .81) was used for data collection. Data collected was analysed with an independent sample t-test. Results. Findings showed the efficacy of a mentoring training program on the self-efficacy of in-service regular teachers towards effective implementation of inclusive education at the basic level of education. Also, male and older teachers had higher self-efficacy for the implementation of Inclusive education at the basic education level. Conclusion. Mentorship programs significantly facilitate the achievement of inclusive education, particularly at the basic level of education. Welldesigned mentorship programs for early career in-service regular teachers would equip them with an orientation that would guide them towards effective implementation of inclusive education at the basic level of education. Based on the outcome of the study appropriate mentorship strategy for novice teachers was recommended.

A system-wide health sciences faculty mentor training program is associated with improved effective mentoring and institutional climate.

Mentorship is critical for faculty success, satisfaction, and engagement. However, many faculty, particularly underrepresented racial/ethnic (UR) faculty, lack access to high-quality mentoring. In an effort to improve mentoring for all faculty, we developed and implemented a formally structured faculty mentor training program (FMTP) across UC San Diego Health Sciences, which included institutional support, mentorship training, and department/division mentorship programs. FMTP impact was evaluated using three primary outcome variables: mentoring quality, mentoring behaviors, and institutional climate. Participants' self-assessed mentoring competencies were measured using validated instruments. A total of 391 (23%) of Health Sciences faculty participated in FMTP. Participation rate was higher for women than men (30% versus 17%) and highest for UR faculty (39%). FMTP was implemented in 16 of 19 departments. Self-reported mentoring improved for FMTP participants with mentoring quality (p = 0.009) and meeting mentees' expectations (p = 0.01) continuing to improve for up to 2 years after training. However, participants were unsure if they were meeting UR mentees' expectations. FMTP participants were significantly more satisfied with mentoring quality (p < 0.001) compared to non-participants, with the greatest increase in satisfaction reported by UR faculty (38-61%). UR faculty reported improved overall morale (51-61%) and a perception that the environment was supportive for UR faculty (48-70%). The implementation of a system-wide formal structured FMTP was associated with improved faculty satisfaction, quality of mentoring, and institutional climate, especially for UR faculty.

Strengthening the Mentorship and Leadership Capacity of HIV/AIDS and Tuberculosis Researchers in South Africa.

Programs to increase emerging and established HIV and tuberculosis (TB) researchers' capacity to be more effective leaders and mentors are urgently needed in low- and middle-income countries (LMICs). Although conceptual frameworks of mentoring and mentoring toolkits have been developed by and for researchers in LMIC settings, few mentor training programs have been implemented and evaluated in these settings. We created, implemented, and evaluated a 9-month, certificate-level mentorship training program to strengthen the pipeline of HIV and TB researchers in South Africa. Differentiating features of the program included careful contextualization of mentorship tools and approaches, inclusion of a leadership curriculum to improve participant ability to work effectively in teams and organizations, and attention to processes that promote interinstitutional collaboration in mentorship. Twelve mid-career researchers graduated from the first cohort of the program. Among participants, we observed significant longitudinal improvement in mentorship competencies, increased numbers of network connections in multiple domains of collaboration, and high levels of satisfaction. We anticipate that the program description and results will be useful to researchers, research institutions, and funders seeking to build research mentorship and leadership capacity in LMIC settings.

Self-reported positive impact of mentored clinical research training is associated with academic success in hematology

The American Society of Hematology Clinical Research Training Institute (CRTI) is a mentored training program for hematology fellows and junior faculty. Our objective was to determine whether the self-reported impact of CRTI on research retention, career development, and connectedness to hematology investigators was associated with academic success. A survey was distributed in January 2020 to alumni who participated in the program from 2003 to 2019. It focused on the impact of CRTI on retention in research, facilitation of career development, understanding of requirements to succeed, and feelings of connectedness to investigators. These questions were scored on a 5-point Likert scale ranging from strongly disagree to strongly agree. Outcomes were grants, publications, and invited lectures; these were abstracted from a submitted curriculum vitae. Of 334 eligible alumni, 321 responded (response rate of 96.1%). Of these, 250 (77.9%) agreed that CRTI was instrumental to research retention, 268 (83.5%) agreed that CRTI facilitated career development, 296 (92.2%) agreed that CRTI allowed a better understanding of requirements to succeed in research, and 289 (90.0%) agreed that CRTI increased connectedness to hematology investigators. Those who agreed with these CRTI impacts had significantly more first-author publications. Those who agreed that CRTI was instrumental to retention, facilitated career development, and increased connectedness had significantly more protected time for research. Self-reported perception that CRTI had an impact on research retention, career development, and connectedness to hematology investigators was significantly associated with more publications and percent effort in research. Clinical research training programs should identify and implement approaches to enhance these characteristics.