Mentor Training Research Articles

Inculcation of Professionalism in House Officers Through Mentoring by Senior Residents; A Pilot Project in Obstetrics & Gynecology

Objectives: To evaluate the effectiveness of mentoring of house officers on their transition towards their professional life, preparation for the workplace, and improving their learning through standardized training and assessment during their rotation in Obstetrics & Gynecology.
 Methodology: The project mixed method study was implemented in Gynae C Unit of Ayub Teaching Hospital, Abbottabad from 1st May 2022 to 31st May 2022. A mentorship program was initiated as a one-month pilot project to train house officers of Obstetrics & Gynecology and inculcate professional values and practices relevant to the discipline. Thereafter, a mixed method study was conducted to evaluate the program having qualitative semi structured interviews from mentors and mentees as well as quantitative formative assessment.
 Results: House officers appreciated the program for acquiring knowledge and overcoming difficulties at work, as well as relieving stress and anxiety and suggested formal training of mentors. Mentors said that the program helped to develop their leadership and communication skills.
 Conclusion: Mentoring had a positive effect on house officers learning and overall satisfaction despite some challenges and limitations.

Effects of Teacher Training and Continued Support on the Delivery of an Evidence-Based HIV Prevention Program: Findings From a National Implementation Study in the Bahamas.

Few studies have investigated the effects of teacher training and continued support on teachers' delivery of evidence-based HIV prevention programs. We examined these factors in a national implementation study of an evidence-based HIV risk reduction intervention for adolescents in the sixth grade in the Bahamas. Data were collected from 126 grade 6 teachers and 3,118 students in 58 government elementary schools in the Bahamas in 2019-2021. This is a Hybrid Type III implementation study guided by the Exploration, Preparation, Implementation, Sustainment (EPIS) model. Teachers attended 2-day training workshops. Trained school coordinators and peer mentors provided biweekly monitoring and mentorship. We used mixed-effects models to assess the effects of teacher training and continued support on implementation fidelity. Teachers who received training in-person or both in-person and online taught the most core activities (27.0 and 27.2 of 35), versus only online training (21.9) and no training (14.9) (F = 15.27, p < .001). Teachers with an "excellent" or "very good" school coordinator taught more core activities than those with a "satisfactory" coordinator or no coordinator (29.2 vs. 27.8 vs. 19.3 vs. 14.8, F = 29.20, p < .001). Teachers with a "very good" mentor taught more core activities and sessions than those with a "satisfactory" mentor or no mentor (30.4 vs. 25.0 vs. 23.1; F = 7.20; p < .01). Teacher training, implementation monitoring, peer mentoring, teachers' self-efficacy, and school-level support were associated with implementation fidelity, which in turn was associated with improved student outcomes (HIV/AIDS knowledge, preventive reproductive health skills, self-efficacy, and intention to use protection). Teachers receiving in-person training and those having higher-rated school coordinator and mentor support taught a larger number of HIV prevention core activities. Effective teacher training, implementation monitoring, and peer mentoring are critical for improving implementation fidelity and student outcomes.

Model of Halal Center of the State Islamic University of Fatmawati Sukarno Bengkulu Based on Research and Development

The establishment of the Halal Center of UIN Fatmawati Sukarno Bengkulu is very important to provide convenience for MSME actors in obtaining halal certification. Based on the perception data described above, it is necessary to monitor and facilitate the mentoring process for MSME actors. Halal product process assistant (PPH) is a service that must be available in a halal center, particularly in universities. Before implementing this PPH mentoring, it is necessary to have training in order to provide understanding and knowledge before implementing the mentoring process with MSMEs. To find out and analyze the halal center model at UIN Fatmawati Sukarno Bengkulu using the research and development method. The researchers designed the PPH mentoring module based on the materials needed during the training. The following are the stages of compiling the PPH mentoring module by the researcher adapting the 4D development model by Thiagarajan. Based on the results of the module trial, it is known that the informants/respondents of this study gave a good perception of the PPH mentoring module. The first statement is that the material in the training module chosen is based on the need for assistance and has an average score of 4.79. The material in the training module is in accordance with the training objectives of 4.73. The highest average score of informants/respondents' answers is that the material in the training module is presented in an interesting manner, and discussed in depth at 4.92. This shows that the material presented in the module is relevant to the training activities carried out, making it easier for module users to get the material. According to the statement, the training module material can provide benefits in terms of knowledge and skills in PPH mentoring of 3.46. This is followed by a statement that the material in the module explains thoroughly the process of halal products with an average value of 4.63 and non-halal products with a value of 4.71. The material in the module is presented systematically with an average value of 4.72. This means that the modules are presented systematically so that users can easily understand the material explained and participate in PPH mentoring training.

Traditional Birth Attendant in the Maternal and Child Health Space in Nigeria: Ancient Practices and Modern Recommendations

Background: Arguments on the usefulness of Traditional Birth Attendants (TBAs) in maternal and child health care and the reduction of maternal and child morbidity and mortality indices or not, persist. This paper sought to explore the ancient practices of TBAs and to strike a balance to portray modern recommendations that would contribute to improved maternal and child health status. Methods: The method used was review of relevant literatures from open-access journals and google scholar data base, as well as research reports on variables of the subject in developing countries. Results: Findings revealed that the overlapping root of TBAs’ practice burden include poor social amenities, inadequate health facilities and services in rural areas where over 70% of the population reside. While evidencebased report showed that even when 93% of rural women registered for Ante-Natal Care, 49% were delivered at home by TBAs and 73% has sought help from them for retained placenta with bleeding. Also, 41% of women of child bearing age indicated that maternal and child infection is a risk associated with the patronage of TBAs, whereas 32.8% indicated that bleeding during and after delivery were equally risks associated with TBA-provided maternal health services. Such circumstances of service were associated with harmful practices with attendant health and medical complications to recipient mother and child. However, helpful ancient practices of TBAs include; home visiting to promote well-being of mother and child (9.84%), sitz bath (17.20%), encouraging breastfeeding up to 2years (18.90%) etc. The modern recommendations, x-rayed the remedial actions on the harmful practices and associated negative consequences to improving maternal and child health indices in Nigeria. Conclusion: For reasonable and sustainable reduction in the burden associated with the practices of TBAs in maternal and child health care in Nigeria, contextual focused training and continuous mentoring is a necessity.

Customer Management at Gig's Batik MSMEs to Build Customer Loyalty

This community service activity aims to: (1). Increase partners' understanding of the importance of building customer loyalty, (2). Upgrade partners' knowledge and skills in managing customer databases so that they can be used for implementing further marketing programs such as: providing information on new products or to promote products, and (3). Broaden partners' insights in managing customer loyalty as one of the bases to support improving MSMEs business performance. The method used in this community service activity is through outreach activities, training and monitoring or mentoring program implementation. The results of the implementation of the community service program indicate an increase in partners' knowledge regarding the importance of building customer loyalty, managing customer data and an increase in partners' skills in documenting customer databases. Besides that, partners also have additional knowledge about managing customer loyalty Based on the programs that have been implemented, it can be concluded that customer relationship management is an important key to building customer loyalty. For this reason, entrepreneurs need to focus on consumers so that they feel satisfied and are willing to make repeated purchases of the products offered by MSMEs.

Medical mentorship deconstructed: an analysis and structural recommendation for high value mentorship.

Background: Mentorship is an important component for young students interested in pursuing a career in medicine. In medically underserved areas, such as rural areas, mentorship can be sparse due to the lack of access to healthcare professionals. The purpose of this project was to gain an understanding of the mentorship received by practicing medical students. Methods: The authors conducted structured, one-on-one interviews with 10 current medical students about their perceptions and experiences with mentorship. Interviews were transcribed, coded, and analyzed for themes and subthemes. Results: Our findings revolve around three time periods of mentorship: 1) Before Obtaining a Mentor; 2) During the Mentorship; and 3) After the Mentorship. In our findings we describe key characteristics such as professional development, personal qualities of the mentor, and professional and personal guidance as important components in guiding the mentee starting from the undergraduate level and continuing to their current level of education. Conclusion: Interviewees' experiences with and perspectives on the mentorship they received were generally positive, though it was evident there are some aspects of the mentee-mentor relationship that can be improved. Building on the results obtained, setting expectations, providing mentor training, and pairing mentors/mentees from similar backgrounds are what we propose to create fulfilling and meaningful relationships between a mentee and mentor.

Optimalisasi Kinerja UMKM Tempe Melalui Skill Manajerial Kewirausahaan

This service aims to improve the knowledge and skills of Tempe small and medium-sized enterprise (SME) entrepreneurs in effectively managing their businesses and enhancing competitiveness. This service activity is carried out through a series of workshops, motivational training, and group mentoring. The community partners involved in this project were the Tempe SMEs located in the Pejuang neighborhood, Bekasi. The results of this service showed a significant improvement in the knowledge and skills of the Tempe SME entrepreneurs after participating in the training and mentoring sessions. They successfully enhanced their business performance, expanded market access through digital marketing, and formed a group or association of Tempe SMEs to share knowledge and support each other in addressing business challenges. This initiative positively contributed to the welfare and local economic growth by strengthening the Tempe sector as a key pillar of the economy in the Pejuang neighborhood, Bekasi.

Equitable and inclusive mentoring programs for women faculty

ABSTRACTMentoring relationships designed for women can be beneficial in unique ways from traditional mentoring programs. We survey full-time faculty to identify how mentorships are used and to consider differences between genders to understand unique needs in mentoring relationships. Findings suggest women faculty in public administration and public affairs programs have unique needs and values regarding mentorship relationships compared to men. We also find that, while equitable and inclusive mentoring programs require institutional and human resource investments, clear parameters for expectations, inclusive matching considerations, and mutual trust and respect are needed and require different levels of support. Implications are made for public affairs programs to address culture and leadership issues before creating or fostering mentorship programs. Further, we suggest a need for additional training for mentors and creating mentorship networks to meet diverse needs of mentees and to ease the mentoring burden on individual faculty.

Mentoring in the context of the implementation of the dual approach in personnel training

Introduction. The article presents the experience of training qualified workers and employees in the process of mutually beneficial partnership in the dual interaction of an educational organization and an employer in the context of the implementation of the «Specialty» project and the reduction of training periods, when the success of professional training depends on the effectiveness of the interaction of the teacher and mentor and when the role of the mentor is largely actualized. Purpose setting. The purpose of this study is to consider the possibilities of a dual approach at the level of the closest interaction – between the teacher of the educational organization (engineering teacher) and the heads of the practice in production (mentors) in joint training for the needs of the enterprise, which allows to combine the personnel and material resources of interested parties and, in general, contributes to improving the quality of education. Solving this problem contributes to: 1) systematic professional development of the tandem «teacher» and «mentor», exchange of professional and pedagogical experience; 2) development of psychological and pedagogical knowledge and skills of teachers; 3) activation of educational and cognitive activity of students; 4) formation of the need for self-development of students, teachers and mentors. Methodology and methods of the study. The leading approaches to the research are personality-oriented, activity-oriented, systematic, contributes to improving the effectiveness of the interaction of the «teachers – mentor» tandem in the joint training of in-demand personnel corresponding to modern realities and contributing to the successful implementation of the project «Specialty». Results. The significance of the research results lies in the fact that didactic conditions have been identified and a model of dual-creative interaction has been developed, taking into account the interests of all parties in the training process, where the key figure is the personality of the student. The results also allow us to determine the prospects for further studies of this problem, which consist in the creation of scientifically based technologies for designing the content of education in conditions of effective social partnership, identifying more effective forms, means and methods of mentoring. Conclusion. The presented methodology of training workers on the basis of effective dual-creative interaction can be useful for teachers of practical training, masters of vocational training, teachers of technology and successfully applied in short-term courses of adult education, professional development, training and retraining of qualified workers and employees.

Characteristic of Participants the Officers of the Hepatitis B Program for Pregnant Women at a Primary Health Care Central Medan City

Introduction: Viral hepatitis affects millions of individuals, and millions more are at risk. Most persons who were chronically infected with HBV or HCV long ago are unaware of it. They have a significant risk of suffering from severe chronic liver problems and may unintentionally spread the virus to others. Methods: The research methodology theory used in this study refers to deductive and inductive theory models. The study was conducted in Medan City. The analysis unit in this study is a health institution of the government in North Sumatra province (policymakers), the head of the hepatitis control programme, the, holder of the hepatitis control program of Health Office of Medan Municipal, and laboratory officer of the hepatitis B examination in pregnant women in Primary Health Care in Medan city. Results: From the results of the study, an overview of the characteristics of participants of the Hepatitis B program among in pregnant women was obtained. The following is an overview of the participants. Conclusion: Changing the officers frequently for this project is an obstacle in the follow-up of the control program for pregnant women. Mutations in the dedicated officer for pregnant women impact the process of re-recruiting new officers who require increased understanding and skills to carry out early detection, early alertness, and management activities for the implementation of early detection of Hepatitis B in pregnant women. The understanding and competence of new officers of the Hepatitis B program for pregnant women must be reinforced from the beginning through mentoring and skills training activities.

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.

Mental health literacy training for college female peer mentors: a pilot study

PurposeThe purpose of this pilot study was to evaluate an online mental health literacy training program for college female mentors.Design/methodology/approachUndergraduate female participants (n = 10) completed in asynchronous mental health literacy training. Participants completed the Heads Up Checkup (HCU) and mental health literacy scale (MHLS). Participant usage data were collected for the training course and analyzed using means and standard deviations. Qualitative data were analyzed by axial coding and thematic categorization.FindingsThe mean MHLS score, based on mean (M) and standard deviation (SD), was high for the participants (M = 145.69, SD = 8.41). Six qualitative themes from the training effectiveness feedback were used: (1) help-seeking, (2) stress management, (3) tailored guidance to resources, (4) understanding warning signs, (5) body image awareness and (6) engaging with mentees.Research limitations/implicationsThere are a few limitations to this study including the small sample size, unrestricted time frame for completion of the asynchronous training and the need for long-term follow-up of the intervention effects.Practical implicationsThis pilot study provides initial support for the mental health literacy training program when implemented with undergraduate females.Social implicationsGiven inadequate mental health literacy in college females regarding such topics, continually training undergraduates about these warning signs is necessary. Future research could consider implementing this program with all gender identities, various age groups and in both synchronous and asynchronous modalities. This program could also be replicated using a pre- and post-test design to evaluate direct impact of the training on outcome variables.Originality/valueAll the participants discussed how the training prepared them in aiding mentees in help-seeking and identifying appropriate mental health resources. Participants also indicated how the training enabled personal and others-oriented stress management, which supports a mental health literacy training program that reduced stress in medical students.

Effect of Training on Physicians' Palliative Care-Related Knowledge and Attitudes in Vietnam.

Palliative care remains largely inaccessible in low- and middle-income countries (LMICs), and efforts to increase access are impeded by lack of training of proven effectiveness for physicians. To measure the effectiveness of palliative care training for Vietnamese physicians. The palliative care-related knowledge, attitudes, and self-assessment of Vietnamese physicians were studied prior to a basic course in palliative care (baseline), just after the physicians completed the course (post), and 6-18 months later (follow-up). The self-assessment scores and knowledge scores increased significantly from baseline to post and decreased significantly from post to follow-up, but the follow-up scores remained significantly higher than baseline. There were significant interactions between changes over time of the knowledge scores and baseline age, degree, years of graduation, training, type of work, and whether participants had ever prescribed morphine for pain. Medically appropriate attitudes increased significantly from baseline to post and did not decrease significantly from post to follow-up. Our basic palliative care course in Vietnam resulted in significant and enduring improvements among physicians in palliative care-related knowledge, attitudes, and self-assessed competence. To respond to the enormous unmet need for palliative care in LMICs, primary care providers and physician-specialists in many fields, among others, should receive palliative care training of proven effectiveness, receive ongoing mentoring or refresher training, and be given the responsibility and opportunity to practice what they learn.

Understanding preservice teachers’ perspectives on challenges experienced during work integrated learning

The demands on educational institutions in the 21st century are constantly changing, necessitating adapted teaching, and learning techniques both within and outside of the classroom. Central to these evolutionary changes is the teacher who is expected to initiate innovative teaching strategies that often come with a variety of challenges. This requires preservice teachers to consequently complete extensive work-integrated learning (WIL) for a defined period as part of their initial teacher training. The article sought to ascertain the challenges, faced by preservice teachers during WIL using the situated learning theory, which emphasises the relevance of the integration of new ideas and human actions in dealing with ongoing environmental challenges. The methodology of the study is built on an interpretive paradigm, employing a qualitative case study design. Data was collected through interviews from Fourteen B.Ed. Honours preservice teachers were selected through a non-probability sampling method, known as purposive sampling. Data analysis was done thematically and with the use of Atlas ti 9. The study found some degree of complexities and inter-relationship between the preservice teachers challenges and their inability to deliver content. Exceptionally, however, some challenges like the delegation of responsibilities, pedagogy and especially transportation issues show high-level association with an implication to WIL for preservice teachers. The study however makes some crucial recommendations to policy and practice, which include an expansion and emergency modification in teaching pedagogy to incorporate technology, mandatory professional training and induction programmes for mentors and the need to enhance the environmental approach to teaching

Assistance For Office Establishment And Management of Lazismu UAD Products as An Effort To Advance The Community

LAZISMU is an organization that collects and distributes zakat, infak, and sedekah. The majority of the funds collected come from the leadership of the organization. Each donation is recorded and distributed to those in need. This research aims to help LAZISMU UAD improve its current programs and funding, as well as increase public trust by assisting in the development of the organization's office. The research is conducted through several stages, including observation, office mentoring, program development and management training, program implementation, and monitoring and evaluation. The goal of this research is to create a structured and well-functioning LAZISMU UAD office in terms of programs, administration, and finances to foster growth

Talent development practices and processes in learning organisations: evidence from South African higher education institutions

Purpose The purpose of this paper was to identify talent development practices and processes that enhance professional and career growth of employees in South African higher education institutions (HEIs). Design/methodology/approach A quantitative study was carried out to investigate the subject matter. A structured questionnaire was used to collect the data from 265 academics in three South African HEIs. The Statistical Package for the Social Sciences, version 27.0, was used to analyse the data. Cronbach’s alpha coefficient and factor analysis were used to test the reliability and validity of the measuring instrument. Pearson’s correlations and regression analysis were used to interpret the relationship between the independent and dependent variables. Findings The results of the Pearson correlation test established a strong positive influence of training development, coaching and mentoring and career development on talent development. On the other hand, linear regression results indicated that training and development, coaching and mentoring and career development made a strong contribution to the model. Research limitations/implications The scope of the study only applied to South African HEIs, making the generalisation of the findings to be limited because of the differences in an organisational context. Hence, future research should focus on different industries. Practical implications The study contributes to understanding how talent development can be leveraged to assist academics in HEIs to improve their professional and career goals. The findings suggest that HEIs must invest in talent development to help academics acquire the skills, knowledge and competencies required to perform their tasks. Originality/value This paper sheds more light on talent development practices and processes that enhance academic skills, knowledge and competencies in HEIs. Moreover, the study expands on the findings of prior studies concerning talent development in learning organisations.

Willing and unable or willing and able? Insights from an evaluation of a mentoring training programme for early childhood teachers in Ireland

ABSTRACT Many early childhood teachers mentor pre-service teachers engaging in practicum within their settings. Given their significance in early childhood teacher preparation, mentors must be prepared for their mentoring role (Balduzzi and Lazzarri 2015). However, while early childhood teachers may be willing to mentor, they may be ill-equipped for this role. This paper draws upon participants’ responses to an evaluation of a mentoring training programme in Ireland. Findings indicate that participation in the programme resulted in greater knowledge and understanding of mentoring processes, approaches, skills, roles and responsibilities; increased confidence in participants’ ability to mentor; enhanced critical reflection; ability to share learning; improved professional practice, and willingness to embrace communities of practice. From a policy perspective, a mentoring policy concerning a continuum of early childhood teacher education, financial support and time in lieu is essential to enable mentors to fulfil their mentoring role in supporting the professional formation of pre-service teachers.

The Sohanjana Antibullying Intervention: Pilot Results of a Peer-Training Module in Pakistan

Although comprehensive school-wide interventions targeting bullying have proven effective, many schools, particularly those in low-to-middle income countries like Pakistan, lack the necessary resources to implement them. As a result, implementing cost-effective antibullying bystander programs that train students to become peer advocates is a promising approach for intervening in bullying incidents. Peer training in antibullying intervention involves training students to take on leadership roles and advocate for antibullying initiatives within their school communities. The aim of this study was to design, implement, and evaluate a peer-training module that was subsequently implemented in four schools (N = 38, boys = 26, girls = 12) in Pakistan. The aim was to raise awareness and prepare a team of peer mentors to effectively implement antibullying policies in educational institutions. Pre-post tests and participant feedback were used to evaluate the effectiveness of the peer-training program in increasing knowledge and awareness of bullying and the role of bystanders among trained peer mentors. To determine the impact of the peer mentor training on improving the school environment, data were also collected from students (N = 219, boys = 152, girls = 67) before and after the implementation of the program. The pilot implementation of the peer-training module was considered successful, indicating that the training was effective in improving the knowledge of peer mentors and could be used in a similar way in future cases. The results also showed a significant improvement in the development of prosocial bystanders. However, although improvements were observed in other aspects of the school environment, these did not reach statistical significance. The discussion section includes recommendations and explanations for differences based on gender and urban–rural factors. Suggestions are also made to improve the results for future applications.

Adequate Mentorship Program for Holmium Laser Enucleation of the Prostate (HoLEP) Leads to Satisfactory Short-Term Outcomes in the Early Learning Curve of Young Urologists: First-Year Outcomes of a Newly Established Mentorship Training in Mexico.

Introduction Benign prostatic hyperplasia (BPH) is one of the most common causes of lower urinary tract symptoms in men. Holmium Laser Enucleation of the Prostate (HoLEP) has been recommended by international guidelines as an alternative to transurethral resection of the prostate (TURP). HoLEP's learning curve and the lack of adequate mentorship remains an obstacle for the worldwide adoption of this technique. Objective To report the first-year learning curve of a newly established mentorship program in young urologists without any previous HoLEPexperience. Methods We report a cohort of patients with BPH, with prostate size ≥70 grams, treated with HoLEP, analyzed for perioperative data and complications, and short-term postoperative complications and functional outcomes, at three and six months after surgery. Results A total of 47 patients were managed with HoLEP. Mean total operative time was 149.8 ± 42.9 minutes. We experienced five (10.6%) intraoperative complications, including one intravesical resection of the prostate with bipolar energy, three conversions to TURP and one conversion to open prostatectomy. We experienced four postoperative complications, all of them Clavien-Dindo ≤2. Median International Prostate Symptom Score (IPSS) decrease at six months was -17 points from baseline. Mean post-void residual volume and prostate-specific antigen significantlydecreased by the third postoperative month. Multiple linear regression showed that prostate size is directly related to increased surgical time during the early learning curve. Discussion Our experience adequately reflects the importance of HoLEP mentorship in young urologists seeking training in this technique. Both surgeons had perioperative and postoperative outcomes deemed satisfactory based on previously published learning curves. Conclusions HoLEP is a technically difficult procedure, however, adequate mentorship leads to satisfying short-term outcomes since the early stages of the learning curve in young urologists with no previous training on this technique.

Pendampingan Analisis Perhitungan Harga Pokok Produksi Industri Bagi Pengusaha Gula Semut di Desa Belitar Seberang Kecamatan Sindang Kelingi Kabupate Rejag Lebong

This community service aims to provide assistance in analysing the calculation of cost of goods produced in the ant sugar processing business in Belitar Seberang Village, Sindang Kelingi District, Rejang lebong Regency. The mentoring method includes socialisation, training and direct mentoring to ant sugar entrepreneurs. The objective of this mentoring programme is to assist the palm sugar entrepreneurs in determining the cost of production and identifying factors that affect the cost of production.The results of the mentoring programme show that the cost of goods produced by palm sugar entrepreneurs in Belitar Seberang Village can be influenced by several factors such as raw material costs, labour costs, production costs, and so on. To reduce the cost of production, ant sugar entrepreneurs can carry out several strategies such as optimising the use of raw materials, improving the production system, and negotiating with suppliers.The conclusion of this research is that the assistance programme for calculating the cost of goods produced in the ant sugar processing business in Belitar Seberang Village has provided benefits for ant sugar entrepreneurs in the area. By knowing the cost of goods produced and the factors that affect the cost of goods produced, ant sugar entrepreneurs can make more effective decisions in managing their business. In addition, the results of this study are also expected to contribute to the development of the ant sugar industry in Indonesia as a whole.