Mentor Training Research Articles

Curating Peer Mentoring Program Curricula for Modern Leadership Contexts

Efforts to improve retention, positive outcomes, and leadership development among underrepresented student populations are critical for predominantly white institutions (PWIs). Peer mentoring programs offer sustainable support structures within these contexts. This paper examines a strength-based peer mentoring program with a 15-year track record and its successful adaptation at another university, both of which are in rural Pennsylvania PWIs. The mentoring programs’ successes are attributed to having a comprehensive mentor training curricula that emphasizes cross-cultural skill-building among participants. Through a detailed analysis of the curricula components, alongside a reviewof survey and observational data, this article highlights the programs’ positive impact on student leadership, retention, and post-graduate outcomes. Authors argue that robust, culturally-relevant training is essential for fostering leadership skills in mentors and achieving successful outcomes for peer mentoring programs serving underrepresented students.

Teacher Pedagogical Competence Development Workshop for Strengthening Student Character and Achievement Motivation

This workshop aims to improve teachers' pedagogical competence in strengthening students' character and achievement motivation. Strong pedagogical competence is an important foundation for teachers to be able to teach effectively and build students' character. This workshop involved a series of interactive sessions that included discussions related to the application of innovative learning techniques that focus on building students' character. This workshop was held at SDN 1 Ampenan, Mataram City and was attended by teachers and principals. From the results of the evaluation of this workshop activity, it received a positive response from all participants who attended. Most teachers also stated that this workshop provided new insights related to pedagogical competence which was considered very relevant to increasing student engagement. In addition, this evaluation also showed the need for further mentoring and periodic training so that implementation can run more optimally in the classroom

A GROUNDED THEORY OF EXPERIENCING AND PERCEIVING YOUTH MENTORING AS A PROCESS OF “MIXED EMOTIONS”

Many youths from disadvantaged backgrounds globally lack positive role models and meaningful relationships with supportive adults within their families and communities. Youths’ involvement in relationships with caring adults, such as mentors, promotes their well-being. However, little is known about youth mentoring relationships in some parts of the world, particularly Zambia. This constructivist grounded theory study aimed to develop a substantive theory that explains the experiences and perceptions of mentors and mentees in Zambia. The sample included mentors and mentees who had been in relationships for at least one year. Semi-structured interviews were conducted with five mentors aged 31 to 68 and four mentees aged 18 to 20. The inductive, iterative and constant comparative method guided the coding, memoing, and theoretical sampling processes and led to the co-construction of four categories. This paper focuses on one category: “Experiencing and perceiving mentorship as a process of ‘mixed feelings’”. Mentees felt mentoring supported their emotional and psychological well-being, which enhanced their resilience and was perceived as a way of surviving. Mentors expressed that mentoring enabled them to support youths beyond their professional roles and enhanced their self-awareness, knowledge and reputation, which increased their self-worth and confidence and the desire to continue changing youths´ lives. Challenges included meeting time issues, ineffective communication, and confusion in differentiating between the mentor´s professional and mentoring roles, which caused difficulty in mentor-mentee interactions. They felt overwhelmed by their mentees´ difficult circumstances and worked with limited resources. They also felt unrecognised and unsupported. Findings suggest priority issues and potential logical solutions, such as preliminary and ongoing mentor training, recognising and supporting youth mentoring, and providing essential primary resources to disadvantaged youths in Zambia to enable effective mentoring.

Smart Teacher di Era Digital: Penguatan Kompetensi TPACK pada Guru JSDI Aceh Timur

This community service activity aims to increase TPACK (Technological Pedagogical Content Knowledge) competency among teachers who are members of the Indonesian Digital School Network (JSDI) in East Aceh. Through a series of stages that include planning, implementing education and workshops, as well as evaluation, the results show a significant increase in teachers' understanding and skills regarding the TPACK concept. Teachers are able to integrate technology in learning effectively, supporting the implementation of the Independent Curriculum. Evaluation shows an increase in the average score from pre-test to post-test by 41.6%. Collaboration between the service team from Samudra University and JSDI East Aceh partners strengthens the effectiveness of this program. Despite facing challenges such as technological skills gaps and limited facilities, the solution implemented is in the form of individual assistance and the provision of simple but effective technological alternatives. Sustainability of this program is sought through regular mentoring and additional training. This activity emphasizes the importance of a needs-based approach, ongoing support, and effective collaboration to improve the quality of education. With strong commitment from all parties, it is hoped that the Smart Teacher concept can be realized, creating a learning environment that is more innovative, inclusive and adaptive to changing times.

Bimtek Penyusunan Proposal Pembiayaan UMKM di Desa Narawita

This community service activity aims to provide technical guidance to Micro, Small and Medium Enterprises (MSMEs) in Narawita Village in preparing effective financing proposals to be submitted to banking and non-banking institutions. The methods used include training, workshops and individual mentoring. Data was obtained through pre and post training evaluations, as well as interviews with participants. The results show a significant increase in the ability to make financing proposals where previously they felt confused. preparation of a comprehensive and effective financing proposal, participants demonstrate significant understanding after each session, participants can identify and understand the important parts of a financing proposal, participants can effectively apply the techniques learned, such as writing an attractive executive summary, market-based analysis data, as well as more realistic financial planning. Participants feel more confident in preparing proposals that meet the funder's expectations. Participants' level of confidence in preparing proposals increased to 70%, based on the results of the post-training survey.

The potential of mentoring in the professional development of newly qualified and experienced teachers

This article aims to review the international literature on mentoring newly qualified teachers (NQTs) and to highlight examples of good practice in mentor preparation across Europe. The article begins by presenting the main definitions and functions of mentoring, as well as the myths and stereotypes that shape its image. Next, the article outlines the mentor support programme in Ireland, along with a comparison of two handbooks offering training materials for mentor educators. Finally, the article highlights the benefits of mentor training, emphasising how it provides further opportunities for the professional development of experienced teachers. Given the growing importance of mentoring in the Polish educational system, mentor training should be made a compulsory component of teachers’ preparation for this crucial role.

Agreeing on key concepts in the Digital TA project

This article presents the key concepts developed and adopted in the Digital TA project. The text focuses on the most important of these concepts: university, school, teacher training centre, university teacher, novice teacher, school principal, mentor, internship/practicum, and internship supervisor/practitioner. The concepts were often understood similarly, but differences in definitions across partner countries required clarification. The terminology related to beginner teachers (beginning teacher, novice teacher, newly qualified teacher) needed to be addressed first. Based on a literature review and findings gathered in preparation for the project, co-participants from countries such as Belgium, the Czech Republic, Spain, Ireland, and Poland agreed that, in the Digital TA project, novice teachers would be defined as graduates of higher education programmes who are entitled to practice as teachers and are within the first 1 to 5 years of their employment.

A systematic scoping review of mentoring support on professional identity formation

BackgroundMentoring’s success in nurturing professional identity formation (PIF) has been attributed to its ability to build personalised and enduring mentoring relationships. However, beyond functioning as communities of practice (CoPs) supporting socialisation processes, how mentoring integrates programme values and instils a shared identity amongst mentees remains unclear. The need for personalised guidance and timely attention to a mentee’s unique needs in evolving mentoring relationships point to the critical role of support mechanisms (‘mentoring support’). We conducted a systematic scoping review (SSR) studying “What is known about mentoring support’s role in nurturing PIF?”.MethodsAdopting PRISMA-ScR guidelines, this SSR was guided by the Systematic Evidence-Based Approach (SEBA). Independent searches were carried out on publications featured between 1st January 2000 and 30th June 2023 in PubMed, Embase, ERIC and Scopus databases. The Split Approach saw concurrent, independent thematic and content analyses of the included articles. The Jigsaw Perspective combined complementary themes and categories, creating broader themes/categories. The subsequent Funnelling Process formed key domains that platformed the synthesis of the discussion.ResultsTwo thousand three hundred forty-one abstracts were reviewed, 323 full-text articles were appraised and 151 articles were included and analysed. The key domains identified were (1) definitions and roles; (2) personalisation; (3) shepherding; and (4) PIF.ConclusionThe success of mentoring in PIF lies in its ability to blend role modelling, supervision, mentoring, coaching and teaching, with self-care, guided reflection, apprenticeship and assessment to meet the individual needs of the mentee and their changing circumstances. Blending the contents of the mentoring umbrella emphasises the critical role of the mentor and host organisation in supporting mentor training, communications, support and assessment mechanisms. Mentee engagement and its active role in support measures complement the CoP-like mentoring programme’s use of blending mentoring support to advance the socialisation process. These insights reflect a complex interactive process scaffolding the development of mentoring relationships and PIF. The effect of the mentoring umbrella on clinical practice requires further study.

Sustaining the best and the brightest: empowering new early childhood teachers through mentoring

PurposeRetention of early childhood teachers in Australia is a critical issue, particularly for new teachers. The demanding nature of new teachers’ everyday work and high rates of stress and burnout have resulted in teachers leaving the sector. By designing a formal mentoring project, our aim was to support teachers to stay and flourish as respected professionals. This paper presents findings from the perspective of the mentees – new teachers in their first five years of employment in the sector.Design/methodology/approachWe designed and offered a two-phase multi-layered mentoring project to 145 new teachers (mentees) matched with 51 experienced teachers (mentors). It began with a mentor training course implemented by three experienced early childhood education academics and utilised a community of practice approach (Lave and Wenger, 1991). Data collected throughout the project included a pre- and post-survey and a needs satisfaction and frustration scale.FindingsAnalysis of survey data shows that mentee new teachers gained a better understanding of their role and built connections with peers and leaders. Survey data also demonstrates that effective mentoring can successfully contribute to addressing workforce challenges faced by early childhood teachers.Originality/valueThe project makes an original contribution through the design, implementation and evaluation of an innovative online mentoring project for teachers employed across the state of New South Wales, Australia.

Liberatory Race-Conscious Mentorship Practices: Collaborating for Change

ABSTRACT Mentoring can have an equalizing impact on educational outcomes by critically taking on the deeper issues around oppression and marginalization while bringing to light the cultural and institutional roots of intrapsychic (e.g. implicit bias) and interpersonal racism (e.g. microaggressions). Educators of teacher candidates have two openings for change: they can model an antiracist curriculum and pedagogy in their classrooms, and they can support teacher candidates to become teachers who adopt race-conscious, egalitarian, and humanistic teaching philosophies and practices. Using a liberatory race-conscious mentorship (LRCM) framework, we conceptualized 12 mentoring practices derived from eight years of critically-informed research training for nearly 330 undergraduate students and after delivering critical race theory-based mentorship training to 128 faculty mentors in biomedical fields. Each set of LRCM practices reflects one of four liberatory phases of antiracism – awareness, deconstruction, reconstruction, and praxis – and focuses on intrapsychic, interpersonal, and institutional levels of antiracism practice as starting points for local action.

The implementation of e-government for village good governance in South Misool, Raja Ampat

This community service aims to implement E-Government as a solution to improve village governance in South Misool, Raja Ampat. Villages in the region often face challenges in managing public administration effectively and transparently, especially in the context of remote islands. The methodology of this service is Preparation, Interview, Socialization, Evaluation, and Reporting. Socialization in this service uses the method of lectures, discussions and sharing sessions. Socialization to improve knowledge and skills about e-government and efficient and effective village governance in South Misool, Raja Ampat. In South Misool, Raja Ampat, the implementation of E-Government reduces bureaucracy and increases the accountability of village governments. In addition, E-Government can help improve the quality of village apparatus human resources through mentoring and technology training, so that they are better prepared to face modern challenges. The results of this service are increasing knowledge of E-Government Implementation for Village Government Governance in South Misool, Raja Ampat (80%), Increasing human resource skills in using E-Government (70%), Increasing knowledge related to e-government-based governance (90%), Increasing knowledge related to public services (90%). It is very necessary to carry out similar activities by carrying out the village government needs to improve technological infrastructure, including adequate internet access and the necessary hardware, to support the implementation of E-Government in the Village Government in South Misool.

Pengembangan Kompetensi Guru PAUD Menciptakan Digital Picture Storybook Digital Berbasis Artificial Intelligence di Kiddos Smart School

Teachers at Kiddos Smart School Makassar faced challenges in exploring children's literature and integrating Artificial Intelligence (AI) technology into the creation of digital picture storybooks. This Community Service Program aims to enhance teachers' abilities in creating interactive AI-based learning media in early childhood. The implementation methods include training, workshops, and intensive mentoring on using tools like ChatGPT, Canva Magic Media, and Suno.ai to create digital text, illustrations, and background music. As a result, teachers were able to adapt children's literature elements into engaging digital narratives and improve their technical skills in producing AI-based digital media. This Community Service Program successfully strengthened teachers' capacity to integrate AI technology, which is expected to enhance educational quality and cognitive development in children.

An educational intervention to enhance self-care practices among 1st year dental students- a mixed method study design

BackgroundPrevalence of rising stress among medical students has been reported widely and may jeopardize patient interaction and care. Evolving medical education needs to demonstrate compassionate self-care practices to enhance mental well-being of students. Although numerous researches have highlighted the stressors and coping strategies but no structured educational intervention has been reported so far among medical students of Pakistan. Hence, we explored if a Personal Development Plan could stimulate meaningful self-reflection and self-care practices among dental students.MethodsAll first-year dental students of Riphah International University participated in this mandatory lesson plan. This 1-h activity every fortnightly, consisted of a thought-provoking discussion with predetermined reading material followed by SMART goal settings & later follow ups. Students were divided into 4 groups of 18–20 students with a designated trained Mentor. At the end of academic year, students were asked to submit a 500-word reflection based on their experience of understanding self-care needs (intellectual, emotional, physical, spiritual aspects).A mixed-methods embedded design was used. First a quantitative analysis of the content of all 75 students' reflections was conducted using a scoring system based on the REFLECT rubric. Then for the qualitative manual thematic analysis, the researchers exclusively used reflections that scored levels 3 and 4 on the REFLECT rubric.ResultsApproximately 60% of students demonstrated an in-depth thoughtful reflection according to the REFLECT rubric. Students reflected by acknowledging the importance of self-care for their personal and professional grooming, Some observed the positive impact of working on self-determined healthy lifestyle behaviours on their physical & emotional wellbeing. They stressed the importance of physical activity, meditation and social connections in their daily life. They also reflected on reduced stress after incorporating these self-care strategies.ConclusionsThis study supports the value of incorporating self-care strategies in medical/dental curriculum to enhance personal and professional wellbeing of students and hence patient care. Students reflected on different themes of self-care related to physical, spiritual and social wellbeing. In addition, more than half of the students exhibited higher levels of reflection suggesting that these sessions contributed to action-oriented self-awareness towards holistic health.

Peer mentoring program through a digital platform for people with systemic sclerosis: A feasibility study.

People with systemic sclerosis (SSc or scleroderma), a rare chronic autoimmune disease, often face significant physical and emotional challenges. Peer mentoring, where someone with similar lived experiences offers guidance and support, shows promise in enhancing the well-being of recipients and may benefit individuals with systemic sclerosis. This study aims to evaluate the feasibility and potential health effects of peer mentoring through a digital platform for people with systemic sclerosis. We conducted a one-group study to evaluate a 16-week peer mentoring program for people with systemic sclerosis. Mentors and mentees were matched by demographics and systemic sclerosis characteristics. Feasibility was evaluated using Orsmond and Cohn criteria: recruitment, data collection, acceptability, available resources, and participant responses to the program. Perceptions and usability of the peer mentoring program through a digital platform were assessed at week 16 (post-program). The health effects of peer mentoring were measured at baseline, week 8, and week 16. Five trained mentors and 15 mentees were enrolled. Each mentor was paired with 2-4 mentees. We found that peer mentoring through a digital platform was feasible, acceptable, and had good usability for both mentors and mentees. Mentees reported significantly less anxiety at week 16 (p < 0.001). Other improvements in fatigue, pain interference, depressed mood, and resilience were observed, but did not reach statistical significance. The peer mentoring program through a digital platform was well-received. Results provided preliminary support for the feasibility and potential health benefits of peer mentoring to enhance well-being in people with systemic sclerosis. Findings lay the groundwork for future peer mentoring research in systemic sclerosis.

Feasibility and Acceptability of a Peer Training Program to Deliver a Theory-Based Physical Activity Behavior Change Intervention to Inactive People Living With and Beyond Cancer: A Mixed Methods Study

Theory-based physical activity (PA) interventions include PA promotion strategies that can be delivered by exercise professionals, friends, family and peers. Peer-delivery presents a valuable opportunity for community implementation. Few peer-led PA interventions for people living with and beyond cancer (LWBC) report the feasibility of their peer mentor training methods. The purpose of this study was to assess the feasibility and acceptability of a peer mentor training program to deliver a behavioural PA intervention to inactive people LWBC using a mixed methods approach. Peer mentors (active people LWBC [≥90 min/week of PA]) participated in an online training program. Weeks 1 to 4 (Phase I) included knowledge and skill development (1-hour online module and 2-hour live workshop weekly). The Assessment phase (Phase II) explored peer mentor readiness (≥80% on a knowledge quiz and ≥3/5 points [Satisfactory] on a mock role play). Feasibility was assessed using enrollment rates, retention rates, adherence, and semi-structured interviews. Acceptability was measured using a satisfaction questionnaire assessing level of agreement with several statements about training program components. Peer mentors (&lt;em&gt;N &lt;/em&gt;= 14; M&lt;sub&gt;age&lt;/sub&gt; = 65.4 ± 10.7 years) were diagnosed with primarily prostate (57.1%) or breast (21.4%) cancer. Enrollment and retention rates were 73.7% and 92.9%, respectively. Workshops and online modules had 100% and 87.5% adherence rates, respectively. Majority of peer mentors met readiness criteria for the knowledge quiz (92.3%) and mock role play (84.6%) on their first attempt, with 92.3% delivering the follow-up peer-led PA intervention. Peer mentor satisfaction scores ranged from 3.9 to 4.6 out of 5. Interviews generated themes around overall impressions, feedback on timing, structure, and content of the training program and mock role play, and peer mentor preparedness. Structured training for delivering peer-led PA interventions show promise; however, individualized support may be needed for some people LWBC to strengthen mentorship knowledge and skills.

Enriching the professional identity of early childhood development teachers through mentorship

The purpose of this paper is to highlight three professional identity tensions that are experienced by beginning teachers: the change in role from student to teacher; conflicts between expectations and realities of mentor support given to students (mentees), and contradictory notions of learning to teach. Research shows that Early Childhood Development (ECD) is losing many highly qualified teachers due to the perceived lack of proper mentorship in developing professional identity. This article outlines a study to explore the mentoring needs of ECD teachers in developing a positive professional identity. Participatory Reflection and Action (PRA) as a data collection method, which relied heavily on interpretivism as epistemology was conducted. The research sample consisted of all fourth year (final-year) undergraduate BEd students (n=713), who had to attend the compulsory teaching-practice component of the teacher training programme for the first time during the second and third quarters of the academic year. The BEd (Foundation Phase) students’ completed matrices (maps) were transcribed, coded and categorised through thematic analysis. As a result, two dimensions of the participants’ identity construction emerged: (1) Positive Role Modelling and (2) Missed Opportunities. It is suggested that mentor training, as well as scheduled talk-time and reflection opportunities between the mentors and mentees could transform the Work Integrated Learning (WIL) landscape and enrich the professional identity of Early Childhood Education teachers.

Randomised trial of Mentored ‘Planning to be Active+Family’ [MPBA+F] for Appalachian youth at risk for diabetes: virtual delivery protocol

IntroductionObesity (OB) in children remains a national epidemic. This trial targets children suffering from overweight (OW) and OB living in rural Appalachia. Rural Appalachia is fraught with unhealthy behaviours, high rates of OB, pre-diabetes and type 2 diabetes among children. Diabetes prevalence in Appalachia is nearly double that of other regions. The prevalence of Appalachian children suffering from OB and extreme obesity (EO) increases the severity of diabetes.Methods and analysisWe will conduct a stratified randomised-controlled trial to evaluateMentored Planning to be Active+Family (MPBA+F) among seventh grade children with OW/OB/EO from rural Appalachian counties. Based on the Social Cognitive Theory,MPBA+Fcurriculum is a self-regulation approach to physical activity (PA) developed at The Ohio State University and successfully tested for feasibility in rural Appalachian middle schools.MPBA+F(a) incorporates active skill-building activities; (b) reinforces self-regulating activities; (c) engages in individual and group PA; (d) builds the link between PA, hydration and physical health and (e) actively supports weekly PA goals. Weekly skills are incorporated into reinforcement assignments verified at the beginning the following week. The primary outcome is the average daily minutes of moderate-vigorous PA. We will stratify by sex assigned at birth and conduct intent-to-treat analysis. We use descriptive statistics to summarise cohort and group (MPBA+F or comparison) baseline characteristics and examine variable distributions. Bivariate tests examine the balance of baseline characteristics by intervention groups. Mixed-effects linear modelling will be our more primary regression strategy. A potential problem is loss of curricular integrity. Our process assessment, structured mentor training and Instructor’s Guide reduce this concern. Another concern may be the lack of reliable broadband access. Participating counties exceed 75% broadband access. Those who lose internet access may have materials mailed to their home or accessed on the study website.Ethics and disseminationThis study was reviewed and approved by the American Diabetes Association Grants Review Committee (Grant number 11-22-ICTSN-30), the host institution’s Social and Behavioral Human Subjects Review Committee (Protocol 2022B0149) and is registered on ClinicalTrials.gov (ProtocolNCT05758441). All data that can be shared without compromising human subject protections will be shared to an approved open data repository within six months of publication or 18 months of the conclusion of the funding period (November 2025) if the study remains unpublished. Dissemination to families and stakeholders is by project newsletters. Public presentation of findings will be shared at the Annual Appalachian Translational Research Network and local health department meetings.Trial registration numberNCT05758441.

The Impact of Mentorship Programs on Nurses in the Workplace: A Comprehensive Review

Introduction: This review article explores the multifaceted impact of mentorship programs on nurses within the workplace setting. Mentorship has gained prominence as a crucial component in professional development, providing valuable support and guidance to nurses as they navigate the complexities of their roles. This systematic review was conducted to systematically search for existing literature on multifaceted impact of mentorship programs on nurses within the workplace setting and to critically evaluate and assemble the literature. Method: PubMed, CINAHL and EMBASE databases were searched to identify relevant publications in English. Key words were impact, mentorship, nursing and workplace. The timeframe was from 2000 to 2023. Screening of the titles, abstracts, full articles (where necessary) was done and duplicates were removed. After the critical analysis of all the existing literature a narrative synthesis was produced. Results: Total eighty-eight articles were screened. Among them one paper had been retracted. In total, seven papers were included for the study. These studies highlighted the fact that the turnover rate in nursing can be minimized through mentoring programs. Mentoring can also augment nursing proficiency and set up an encouraging workforce environment, which can ultimately result in positive outcomes. Conclusion: Mentorship programs should include meticulous mentor selection and sufficient training. Consideration should be given to rigorous selection of mentors and adequate training in mentoring and traineeships. Finally, the development of mentor programs has proven to be successful in making it easier for new registered nurses to take on work responsibilities.

Discoveries or doubts: a qualitative study of the transformative potential of portfolio meetings.

To adapt to medical school, students need to change their approaches to learning and study. Transformative learning through critical reflection on disorienting learning experiences supports perspective change to direct new activity. We explored how portfolio meetings support changes in students' perspectives towards learning and study during the transition to studying medicine. This qualitative mixed methods study explored changes in medical students' perspectives before and after two portfolio meetings with a mentor during the first year of medicine. Adopting a constructionist approach, we analyzed interview transcripts and written reflections from a diverse sample of students using reflexive thematic analysis. The findings were integrated during analysis. Transformative learning theory was our interpretive lens. Our analysis revealed five themes. Two themes represented students' initial apprehension about portfolio meetings: The Disclosure Dilemma and A Question of Priorities. The theme "Seeing the Big Picture" described new perspectives from reflection on learning while preparing for meetings. Clarity from Dialogue described changed perspectives to learning and study after meetings. In the theme Dialogue Disappointment, meetings perceived as unhelpful led to persisting doubts about the value of portfolio meetings. Transformative learning was evident when students described new insights into their learning leading to goal-setting and new study strategies. When initial meetings were helpful, doubts about portfolio meetings were dispelled, enhancing student engagement in future meetings. Not all meetings were transformative, highlighting the importance of student and mentor preparation and training. Further research is needed to determine whether early portfolio experiences shape later engagement in clinical contexts.

Strengthening Entrepreneurship and Financial Reporting Training for The Bali Pande Keris Craftsmen Group Tapakkarya in Denpasar

For Balinese people, traditional weapons such as keris are considered to have high spiritual value, so it is not surprising that the Balinese people themselves greatly glorify these traditional weapons. Keris is considered a symbol of resistance against evil spirits. Keris is also commonly used as a complementary weapon for Hindu religious ceremonies. One of the keris SMEs targeted by the Community Partnership Empowerment activity is the Bali Tapa Karya Pande Keris Craftsmen Group. The location of this PKM Partner is on Jalan Ratna Gang Pacar Denpasar. Based on the results of observations and interviews, the problems faced by partners are low knowledge of the concept of entrepreneurship, lack of understanding of managerial aspects, especially simple bookkeeping techniques for SME actors. Lack of basic entrepreneurship education and training for SME actors and assistance in calculating the cost of finished products. There are three activities carried out in Community Partnership Empowerment, namely providing counseling and training in bookkeeping, mentoring and direct practice regarding the process of calculating production costs, education regarding the importance of management in business and literacy of basic entrepreneurial concepts. The results of the program implementation show that after mentoring and socialization activities, partners are able to make financial records more structured, thereby reducing errors during the financial recording process and being able to calculate the cost of products, can improve business management to be effective and efficient, and increase entrepreneurial motivation.