Mentor Training Research Articles

The Importance of Mentorship in Educational Administration

Mentorship in educational administration is a critical strategy for professional growth, leadership development, and institutional success. In a complex and evolving educational landscape, mentorship provides essential support, guidance, and practical knowledge that bridge the gap between theory and practice. This paper examines the roles, benefits, and challenges of mentorship in fostering effective educational leaders. Key themes include the nurturing of professional skills, the reduction of isolation among new administrators, and the role of mentors in creating a collaborative, trust-based leadership environment. Effective mentorship programs strengthen professional confidence, decision-making, and organizational cohesion. Recommendations focus on institutional investments in structured mentorship programs, mentor training, and the adoption of flexible frameworks to ensure sustainable success. The study underscores mentorship as a transformative practice essential for building resilient educational leadership. Keywords: Mentorship, Educational Administration, Leadership Development, Professional Growth, Administrator Support

Improving Human Resource Quality and Cultural Values to Foster Community Independence in the Gayo Coffee Agrotourism Area, Bener Meriah Regency

This study aims to analyze the quality of human resources (HR), community culture, and economic independence in the Kopi Gayo Agrotourism area, Bener Meriah Regency, and how these factors contribute to community self-sufficiency. Using a mixed-method approach, the findings showed that the quality of HR in the area remains low, particularly in terms of knowledge, skills, and capabilities in managing coffee agritourism. Most respondents disagreed with the current quality, reflecting a limited understanding of the economic potential of coffee agritourism. The community's strong cultural value of gotong royong (mutual cooperation) has not been fully utilized in agritourism management because of a lack of coordination and collective awareness. Furthermore, the community's independence in facing competition and running agritourism businesses is low, as indicated by a lack of confidence and reluctance to innovate. This study recommends intensive training and continuous mentoring for the community, as well as strengthening local leadership to encourage collaboration. It is also suggested that the government and NGOs play an active role in improving access to information and global markets while also fostering more organized business groups. Enhancing HR quality, utilizing the gotong royong culture, and developing economic independence are key to improving community welfare in the Kopi Gayo Agrotourism area.

Organisational challenges in the adaptation of medical residents to educational and professional activities

Introduction. The challenges of attracting and retaining medical personnel, as well as enhancing their working conditions and health, must be identified, minimised, and addressed promptly at the residency level, which is a crucial stage of professional medical education. Aim. The present research aimed to identify and to compare the organisational challenges faced by medical residents in adapting to educational and professional activities, based on the degree of prevalence and complexity as assessed by the residents themselves. Methodology and research methods. The study was conducted from October to November 2023 and involved over 700 first-year medical residents from Altai, Kazan, Siberian, and Tyumen State Medical Universities. The methods employed included a literature review on the research problem, the use of questionnaires, reflective writing, as well as the analysis and synthesis of results, and the ranking of the obtained numerical data. Results. It was found that nearly half of the medical residents were completely satisfied with their training based on the results from the initial months. However, almost 40% reported experiencing issues. Respondents highly valued the presence of a departmental curator (over 84%), while the presence of a clinical mentor was rated lower (approximately 61%). The clarity of instructions from a mentor received a satisfaction rating of 58%, and the frequency of meetings with curators and mentors was appreciated by 53%. In contrast, the convenience and clarity of the schedule were rated low, at only 41%. Scientific novelty. The study is significant for the advancement of medical pedagogy theory and professional medical education. Assessments by medical residents regarding both direct and indirect indicators of the quality of their training organisation during the adaptation stage were identified and ranked. It was found that medical residents exhibit low readiness to formulate recommendations and engage in discussions about the organisation of their training. Practical significance. The results obtained are highly significant for organising the training of medical residents. This includes the development of software, educational and methodological support, training topics, roundtable discussions for residents and their instructors, and the creation of a specialised adaptation programme, as well as the advanced training of mentors and educators.

Educators’ Dexterity in Test Construction within Senior High Schools: Implications for Educational Administrators

Educators’ dexterity in constructing effectual, dependable, and valid tests is indispensable for accurately measuring learners’ outcomes and supporting data-driven decisions by educational administrators. This exploration probed educators’ test construction dexterity across all disciplines in senior high schools within Edo South Senatorial District, tackling two foremost lacunas in existing explorations: the focus on all disciplines and the implications for educational administrators. Applying survey design and census sampling, data were amassed from 1,596 educators across 129 public senior high schools via the validated Educators’ Dexterity in Test Construction Questionnaire (EDTCQ), with a dependability coefficient of 0.91. The discoveries divulged generally low test construction dexterity, with significant discrepancies based on sex and experience. Male educators and those with more experience demonstrated superior dexterity levels, while no significant discrepancy was discovered based on qualification. These latest discoveries underscored the need for targeted professional development, mentorship, and sex-based training to boost educators’ assessment dexterity.

Critical Components of Successful Cross-Race Mentoring Relationships: Perspectives of Mentees and Mentors

This intrinsic case study (Stake, 1995) explores the critical components of successful cross-race mentoring relationships from the mentees and mentors involved in the Increasing Minority Presence within Academia through Continuous Training (IMPACT) mentoring program. Stakeholders across academia need to better understand what facilitates successful cross-race mentoring, due to the underrepresentation of senior and emeriti faculty of color in engineering. Interviews with 16 Black engineering faculty mentees and 14 primarily White emeriti mentors were analyzed inductively and resulted in three interconnected themes: (a) self-awareness and empathy create trusting, honest conversations; (b) mentee career advancement must be core to the relationship; and (c) a history of racial allyship from the mentor is required. These findings reveal the importance of the IMPACT mentoring program creating successful mentoring matches in which both sides demonstrate self-awareness and empathy, focus on mentee career advancement, and mentors possessing a track record of dismantling racist practices in the academy.

The effectiveness of providing training and ongoing support to foster cultural humility in volunteers serving as mentors to youth of color: a mixed-methods study protocol

BackgroundThe aim of this randomized control trial is to test the impact of providing additional training and support to volunteers who are paired with youth of color in the Big Brothers Big Sisters (BBBS) community-based mentoring program. The aim of the intervention activities is to enhance the capacity of mentors to have more culturally responsive and informed interactions with their mentees of color, thereby strengthening the youth’s ethnic/racial identity and abilities to both cope with experiences of racism and contribute to causes that advance social justice.MethodsRecruitment started in June 2022, with a goal of enrolling 240 dyads (i.e., “matches”), each consisting of a volunteer mentor and a youth of color aged 9- to 17-years old with whom they were paired through BBBS. Each match is assigned randomly to receive either standard BBBS services or to services that incorporate the intervention activities (i.e., approximately 3 h of initial training that is then supplemented with booster emails and in the context of the contacts that case managers have with mentors routinely in the program). The BBBS staff who are responsible for delivering the enhancements receive preparatory training as well as ongoing support with implementation. The study has a mixed-methods design. Survey data, on outcomes (e.g., ethnic/racial identity, sense of mattering, efficacy) aligned with the theory of change, are collected at multiple time points within 12 months from mentors, youth and their parent/guardian, and BBBS staff. Multiple qualitative interviews are conducted with a subset of youth, mentors, parents and BBBS staff to examine how the intervention works and how it impacts relationship development and youth outcomes over time. Integration of quantitative and qualitative data will aim to better understand whether and how the intervention works with respect to its potential influence on mentor attitudes (e.g., cultural humility), mentor-youth interactions, and emergent identities and capacities that have well-documented importance for the resilience and well-being of youth of color.DiscussionThis culturally tailored training and support intervention for volunteer mentors may be one way to increase the effectiveness of mentoring programs for youth of color. Study findings will have implications for youth mentoring programs and for other settings (e.g., schools, after school programs) in which children and adolescents form relationships with adults.Trial registrationwww.clinicaltrials.gov—Clinical Trial #NCT05391711; original 05.21.2022; Amendment 07.01.2022: study status was updated and more details were provided on outcome measures; Amendment 11/13/2022: sample size was modified, a few mentor outcome measures were added in the 12-months survey, the timing of a mentor measure was updated.

Management of Field Work Practices to Improve Students' Work Ability in the Office Management and Business Services Expertise Program at SMK Negeri Samarinda

Field Work Practice (PKL) is an integral part of vocational education in Vocational High Schools (SMK) which aims to connect theory and practice to form student competencies according to the needs of the business world and the industrial world (DUDI). This study aims to evaluate the management of street vendors in the Office Management and Business Services Expertise Program at SMK Negeri Samarinda. With a qualitative approach, data is collected through in-depth interviews, observations, and documentation from students, supervisors, and industry partners. The results of the study show that although most students feel that street vendors are relevant to their field of expertise, there are still challenges in mentoring and adapting to work culture. Program evaluations tend not to involve optimal input from industry partners. Strategic recommendations include strengthening partnerships, mentor training, collaboration-based evaluation, and developing soft skills modules. With the implementation of this strategy, it is hoped that street vendor management can produce graduates who are competent and ready to compete in the world of work.

How to organize mentoring in a team

Attracting new employees is becoming more and more expensive. The return on investment is determined by the subsequent high-quality personnel training system and bringing employees to the level of required productivity within the specifi ed time frame. The article provides a step-by-step algorithm of actions on how to build an eff ective mentoring system: defi ning the goal and objectives of the program for the company, determining the main reasons and motives for participation for mentors, defi ning the criteria for the success of training new employees, designing a project draft from start to fi nish and theoretical development of various project development scenarios, checking the necessary infrastructure for program implementation, selecting curators and mentors, training mentors, piloting the program and making adjustments, creating dashboards and project reporting, scaling the program to the entire company, supporting mentors, regularly assessing the eff ectiveness of the program. Methodical adherence to the presented stages of implementation will allow you to implement an eff ective system for training new employees with a minimum of errors, which will take into account the interests of each element of the system: the company, mentors, new employees. As a result, it will provide the company with an additional competitive advantage. The presented material refl ects the systematic practical experience of the author working with more than 100 teams of commercial enterprises and monthly training of more than 300 employees. The described system made it possible to reduce the time of training new employees, make the training process as transparent as possible, corresponding to the tasks of the business, taking into account the interests of each of the subjects of the system.

Generation Z in Plastic Surgery: Challenges, Solutions and New Horizons - A European and transatlantic overview.

The entrance of Generation Z (born 1997-2012) into professional life, including the practice of medicine, marks a transformational shift in priorities and values. This generation, shaped by digital immersion and a strong focus on work-life balance, is redefining the landscape of Plastic Surgery. Their preferences for inclusivity, innovation, and structured working hours challenge traditional models of mentorship, patient care, and surgical training. The aim of this survey was to explore the impact of Generation Z on the field of Plastic Surgery through insights offered by leaders of major Plastic Surgery societies in Europe and the United States, who together provide a comprehensive perspective on generational change and its implications for clinical practice, education, and healthcare systems in Plastic Surgery. In October 2024 eight leaders of national Plastic Surgery societies and associations were invited to complete a structured questionnaire with five open-ended questions. They provided detailed responses on challenges, opportunities, and structural changes needed to address Generation Z's influence. Key findings highlight a generational shift in the approach to professional life, with an emphasis on digital innovation, work-life balance, and the interaction with social media. Respondents noted an increased interest in aesthetic over reconstructive surgery and a preference for private practice among younger surgeons, raising concerns about workforce shortages in public healthcare. Advances in digital learning and simulation-based training were identified as opportunities to facilitate medical education. However, the ethical challenges of misinformation on social media and a decline in hierarchical mentorship were emphasized as critical concerns. Despite generational tensions, the integration of Generation Z's strengths in technology and advocacy for systemic reform holds promise for addressing burnout and enhancing healthcare delivery. The arrival of Generation Z in Plastic Surgery represents a possible pivotal moment to reimagine traditional models of surgical education, patient care, and professional priorities. Collaboration between generations and proactive adaptation to these changes is an imperative to ensure a dynamic, inclusive, and sustainable future for the specialty.

Participatory Journal Management Workshop: a Holistic Approach to Improving Editor Competence for National Accreditation

This community service activity aims to improve the competence of scientific journal editors at Billfath University in meeting national accreditation standards. The method used is an intensive workshop based on a participatory approach, involving technical training, practical simulations, and direct mentoring. The results of the activity showed a significant improvement in the participant's ability to manage journals based on the Open Journal System (OJS), editorial governance, and accreditation achievement strategies. Participants also showed high satisfaction with the relevance and quality of the training provided. The real impact of this activity includes the implementation of more professional journal management, the formation of a community of editors network, and the creation of a more quality publication culture in the academic environment. This service makes an important contribution in supporting the sustainability of the management of credible and competitive scientific journals. Many journal managers in Indonesia lack participatory training programs that combine practical simulations with the formation of an editor community network. The results of the evaluation showed a high level of participant satisfaction, with 90% satisfied with the relevance of the material and 88% stating a significant improvement in journal management skills.

To Identify and Discuss the Enablers or Facilitators and Barriers to International Medical Graduates Adapting to the United Kingdom National Health Service in a Defined Surgical Trainee Population: A Qualitative Study

Background International medical graduates (IMGs) play a crucial role in the United Kingdom National Health Service (NHS), yet they encounter significant challenges adapting to the NHS environment. This study aims to identify the enablers and barriers affecting the adaptation of IMGs, specifically focusing on surgical trainees in the Master of Surgery (MCh) program at Edge Hill University. Methods A qualitative approach was employed, utilizing an interpretivist philosophy and descriptive design. Data were collected through focus group discussions with first-year MCh surgical trainees. Thematic analysis was conducted to extract key themes related to adaptation. Results Three focus groups with a total of seven participants revealed several enablers and barriers. Enablers included robust administrative support, effective communication courses, comprehensive mentorship programs, and supportive hospital staff. Barriers identified were limited access to formal teaching, a fast-paced academic environment, language and cultural differences, and variations in medical practice. Conclusions The successful integration of IMGs into the NHS hinges on strong support systems, including administrative assistance, mentorship, and cultural and communication training. Addressing these barriers can facilitate smoother adaptation, enhance retention, and improve patient care. Recommendations To enhance IMG adaptation, the study recommends extensive induction programs, improved mentorship and support networks, cultural competence training, and better access to formal teaching with feedback.

Development and Implementation of a Structured and Innovative Faculty-Wide Mentorship Program for a Large Department of Psychiatry.

Mentorship supports faculty to succeed in their careers with confidence, resilience, and satisfaction. To address inequities evident with an informal approach, a formal mentorship program was designed and implemented. The Quality Implementation Framework (QIF) was applied. Engagement with key stakeholders and users was emphasized. The goals of the program are to address inequities and create greater satisfaction with academic careers among diverse faculty working in various roles/sites. A central component is a primary 1:1 mentor/mentee model, supported with an online matching tool. 1:1 mentorship is augmented with several group mentorships, to support specific academic roles (e.g., clinician scientists; clinician teachers) or social identity. Mentorship training workshops and resources support mentors/mentees; topics include best practices, DEI, and mentorship and mentorship tools. Descriptive statistics (means, SDs, percentages) summarized findings on mentees/mentors at enrollment. Sixty-six mentors registered. Recently hired faculty (n = 136) were invited to participate, resulting in 105 mentees (77%). There is a significant improvement in mentor perception of the department's culture of mentorship (t(198) = 4.188, p < 0.001). Key mentee goals were to gain career guidance and support, information on academic promotion, skills in professional relationships, and networking. Identified challenges among mentors/mentees include having differing goals, time commitment, and managing difficult conversations. Mentorship groups were well-received with high satisfaction. Uptake and participation is encouraging. QIF will help identify contextual factors related to uptake and use of the program and additional implementation strategies needed. The project will contribute to literature on implementation and sustainability of mentorship programs.

Untapped Resources? Engaging Junior Faculty with Advanced Career Training in Near-Peer Mentoring to Build Professional Identity

Untapped Resources? Engaging Junior Faculty with Advanced Career Training in Near-Peer Mentoring to Build Professional Identity

Optimizing the Potential of MSMEs Through an Integrated Strategy: Financial Information Recording Application System (SIAPIK), Social Media Marketing, and Halal Certification

ABSTRACT MSMEs play an important role in the local economy, but often face obstacles in financial management, marketing, and product legality. To overcome this, this service program was implemented with a focus on empowering MSMEs in Sukaratu Village through an integrated strategy. The training and mentoring provided covers three main areas: (1) financial recording with the SIAPIK application, (2) digital marketing using social media such as Instagram, and (3) halal certification assistance to improve product legality. The program also includes the creation of a website to monitor the development of MSMEs online. As a result of the activities, MSMEs showed improvements in the ability to record finances and make reports accurately, utilize social media for wider marketing, and prepare for halal certification. Constraints such as limited initial knowledge and infrastructure were overcome through intensive training and direct mentoring. The program also produced outputs in the form of scientific publications, training modules, and a web-based monitoring system to ensure program sustainability. Through this program, MSMEs are better prepared to face market challenges and have a stronger foundation to develop sustainably. Keywords: MSMEs, Financial Reporting, SIAPIK, Halal Certification, Social Media Marketing

The Experiences of Mentors and Mentees with Mentorship in the Agricultural Education Discipline

While mentorship is valued and studied across disciplines, it is not well known within the broadly defined discipline of agricultural education. This study consisted of interviews with mentors and mentees in the discipline to understand why they engaged in the mentorship process and what affected their mentoring relationships. There were 12 participants in the project, equally split between mentors and mentees. There were two themes for why participants engaged in mentorship: Mentorship is an opportunity to learn and people seek out mentorship for guidance. There were five themes for what affected participants’ mentoring relationships: Personal experiences and values drive mentorship, compatibility influences mentorship, mentorship is a personal relationship, communication preferences vary, and comparisons of formal and informal mentorship. For mentees, it was recommended that they take ownership of their mentoring experiences, including cultivating multiple mentors to meet various needs. For mentors, it was recommended to focus on mentees’ needs and fostering connections between their mentees and other potential mentors. While they were not preferred by participants, formal mentorship programs are still recommended to help ensure all junior faculty are served in the discipline. To ensure their success, efforts need to be made to ensure a good fit between mentors and mentees. Programs also need a clear structure, training for mentors, and ongoing evaluation to adapt to participants’ needs. Future research is needed to assess more aspects of mentorship in the discipline, including graduate students and tenured faculty members mentorship needs.

Integrating Evidence-Based Practice into Nursing School Curricula: Review of Educational Strategies for Enhancing Competencies in Evidence-Based Care Delivery

Background: The integration of evidence-based practice (EBP) into nursing curricula is essential for enhancing the quality of patient care and ensuring patient safety. Despite its recognized importance, the implementation of EBP remains inconsistent among healthcare professionals due to various barriers, including insufficient training and lack of resources. Methods: This review systematically evaluates the literature on educational interventions aimed at enhancing EBP competencies among nursing students and practicing nurses. A comprehensive search was conducted across multiple databases, including Medline, PubMed, and CINAHL, to identify studies published up to 2023. The review focused on assessing the effectiveness of various pedagogical approaches, such as mentorship, online education, and hands-on training, in fostering EBP skills. Results: The findings indicate that structured educational programs significantly improve nurses' understanding and application of EBP. Mentorship and collaborative learning environments emerged as particularly effective strategies, leading to increased confidence and competence in applying EBP principles. However, a notable gap remains in the practical implementation of EBP in clinical settings, highlighting the need for ongoing support and resources. Conclusion: Integrating effective EBP educational interventions into nursing school curricula is crucial for preparing future healthcare professionals to deliver high-quality, patient-centered care. Addressing the identified barriers through targeted educational strategies can enhance EBP adoption in clinical practice. Future research should focus on the long-term impacts of these interventions and explore innovative approaches to sustain EBP in healthcare settings

Underrepresented in Medicine Mentorship Program: Perceived Benefits and Lessons Learned.

Faculty members who are underrepresented in medicine (URM) may benefit from mentorship that is designed specifically to meet their unique needs and is focused on improving their career pathways in academic medicine. The Underrepresented in Medicine Mentorship Program (URM-MP) is an academic society-based mentorship program that pairs early career URM faculty with mid- to late-career faculty specifically trained to address URM issues. During the first 3 years of the program, mentors received web-based training on addressing oppression and marginalization of URM faculty in academic medicine. Mentor and mentee pairs met monthly for 1 year and received support from program leaders through web-based check-in meetings twice per year. Pre- and postassessment data were collected from mentees to help identify their needs and evaluate their experiences. Check-in meetings provided feedback about the program. Fifty-seven URM faculty participated in years 1, 2, and 3. Results of pre- and postsurveys showed that mentees significantly improved their self-perceived effectiveness to enhance their careers, to find resources to perform their jobs, and to navigate the challenges of advancing in academic medicine. Qualitative analyses revealed themes of appreciation for mentors supporting their unique experiences as URM faculty. Check-in feedback further reinforced the relationship aspects of the mentorship as a significant benefit of this program. Society-based mentorship that involves specific training for mentors and fosters trusting mentor-mentee relationships can improve URM faculty's confidence regarding their ability to succeed in academic medicine.

IMPLEMENTATION OF IMPROVING ENGLISH LANGUAGE ABILITY WITH KHODAM (KOGNITIF, DEMONSTRATIF, MANDIRI) BASED ON INFORMATION TECHNOLOGY

In the current era of globalization, English language proficiency is a critical requirement, particularly for individuals who aspire to enhance their competitiveness in the job market or education sector. Nevertheless, numerous individuals continue to encounter challenges in obtaining the necessary resources to effectively acquire the English language. The objective of this community service activity is to enhance multimedia-based English skills by providing innovative, interactive, and intensive training. This program is intended to establish an engaging and accessible learning environment by incorporating multimedia technology, including interactive videos, computer-based simulations, and learning applications. An introduction to multimedia tools, ongoing mentoring, and direct training sessions comprise the implementation method. The activity is intended for the general public, which includes students, laborers, and housewives, who require assistance in enhancing their English communication abilities. The improvement of participants' abilities is assessed through initial and concluding tests. As well as participants' motivation to learn, the outcomes of the activity demonstrated substantial enhancements in their English listening, speaking, reading, and writing abilities. Consequently, this program significantly enhances the English language proficiency of the community by employing a multimedia-based methodology.

CROSSING BRIDGES: CROSS-CULTURAL ADAPTATION AND SOCIAL INTERACTION OF INTERNATIONAL STUDENTS IN MALAYSIA

The globalization of education has led to a rise in international student mobility, with Malaysia becoming a key destination. However, research on the cross-cultural adaptation of international students in Malaysia remains limited. This study examines the adaptation experiences of 958 international students across 20 universities, focusing on their perceptions of interactions and relationships with Malaysians. The results indicate that most students report positive adaptation outcomes, including emotional closeness to Malaysians, a sense of being understood, and active participation in academic and social activities. However, some students feel disconnected, citing barriers like language and cultural differences. The study recommends strengthening orientation programs, peer mentoring, and cultural sensitivity training to improve integration, and encourages local students to foster inclusive environments. The findings have practical implications for enhancing the cross-cultural experience and well-being of international students.

Training and Mentoring to Strengthen Literacy and Numeracy in the Learning Recovery of the Ogan Ilir Region

The literacy and numeracy training and mentoring program in Ogan Ilir aims to enhance the competencies of junior high school teachers in supporting the improvement of literacy and numeracy in learning recovery. This program consists of outreach activities, training, and intensive mentoring over two days designed to help teachers improve literacy and numeracy in their respective schools. As an initial step, a pretest was given to the participants to measure their initial understanding of literacy and numeracy. During the training, participants were provided with materials through interactive sessions, group discussions, and hands-on practice to design a literacy and numeracy improvement program. At the end of the training, a post-test was conducted to evaluate the improvement in participants' understanding and skills, with results showing an increase in most participants. This program concludes with monitoring and evaluation through reports and visits to schools to ensure the implementation of training results in their respective educational environments. Overall, this activity can strengthen teachers' literacy and numeracy skills in supporting learning recovery