Mentoring Work Research Articles

Features of evaluating the effectiveness of a mentor's work by company employees

Introduction. In the era of information technology, when information becomes available and narrow specialization becomes the norm, mentoring remains an important mechanism for the transfer of unique skills and knowledge. In addition, through the mentoring institute, not only structured expert knowledge is relayed, but also a significant amount of professional practice is transferred, which forms the mentee's readiness for real challenges. In this regard, the analysis of the effectiveness of mentoring in modern Russia is becoming an extremely urgent task. The purpose of this study was to evaluate the effectiveness of mentoring (using the example of a Russian company). An additional task of the study was the primary adaptation of M. Yukawa's English-language questionnaire on evaluating the effectiveness of mentoring. Materials and methods. The online survey was conducted in the fall of 2023, 1,356 representatives of a Russian company took part in it, the average age of respondents was 17.67 years (SD = 2.02) (40.6% were men, 59.4% were women). The toolkit included a 13-point questionnaire to assess the effectiveness of mentoring by M. Yukawa, a personality questionnaire of the ‟Big Five”, as well as a questionnaire to measure the emotional empathy of M. Mehrabyan and N. Epstein. In addition, the questionnaire was supplemented with a question to assess the effectiveness of mentoring. Motivation was also assessed: both the mentor and the mentee (self-assessment of motivation). Results of the study. Mentees refer to the most developed qualities of a mentor as the ability to listen and have experience, and to the least – the ability to find a balance between work and personal life, as well as an interest in expanding the circle of professional contacts of the mentee and advice in building a career. Women were significantly more likely to agree that their mentor was available to solve all issues. Older mentees, as well as those with more experience or a higher level of education, were more likely to rate the mentor as more effective. Mentors with a high level of empathy and openness to experience become receptive to the demonstration of professional experience by a mentor, according to the data obtained. The mentoring process as a whole is not rated very highly by the mentee, and the mentor's motivation is rated higher than the mentee's self-assessment of motivation. This indicates the hidden reserves of the mentoring mechanism. The analysis of correlations demonstrated the expected positive relationship between the subjective assessment of the effectiveness of the mentoring process with all the statements of the mentoring effectiveness assessment questionnaire. In addition, the mentoring effectiveness assessment questionnaire showed high internal consistency. Conclusion. The conducted research on the effectiveness of mentoring and the results obtained pose new challenges to clarify many aspects of the mentoring phenomenon related to the motivation and empathy of the mentored, as well as the specifics of working with young personnel who do not have work experience.

Роль наставничества в адаптации начинающего педагога к работе в школе

The article presents the result of a study that will help to consider the dynamics of the development of the main indicators in the process of adaptation to work at school for a novice teacher. This study will help to correctly draw up a mentor's work plan with a young teacher, at the right time to provide him with professional support, which is an important component in his further decision to stay or leave school. The analysis of graphs was also carried out and the patterns of development of the main indicators in the process of adaptation for a novice specialist were revealed. Based on the results obtained, the time frame for the onset of professional crises of a young teacher was determined, which can become his turning points in the desire to work at school, to determine important ranges for the work of a mentor with a young teacher.

Expanding pathways to clinical and translational research training with stackable microcredentials: A pilot study.

The proportion of physician-investigators involved in biomedical research is shrinking even as the need for high-quality, interdisciplinary research is growing. Building the physician-investigator workforce is thus a pressing concern. Flexible, "light-weight" training modalities can help busy physician-investigators prepare for key stages of the research life cycle and personalize their learning to their own needs. Such training can also support researchers from diverse backgrounds and lighten the work of mentors. The University of Pittsburgh's Institute for Clinical Research Education designed the Stackables Microcredentials in Clinical and Translational Research (Stackables) program to provide flexible, online training to supplement and enhance formal training programs. This training utilizes a self-paced, just-in-time format along with an interactive, storytelling approach to sustain learner engagement. Learners earn badges for completing modules and certificates for completing "stacks" in key competency areas. In this paper, we describe the genesis and development of the Stackables program and report the results of a pilot study in which we evaluated changes in confidence in key skill areas from pretest to posttest, as well as engagement and perceived effectiveness. Our Stackables pilot study showed statistically significant gains in learner confidence in all skill areas from pretest to posttest. Pilot participants reported that the module generated high levels of engagement and enhanced their skills, knowledge, and interest in the subject. Stackables provide an important complement to formal coursework by focusing on discrete skill areas and allowing learners to access the training they need when they need it.

A Case Study on the Function of Psychological Counseling of Weekly Logs

Mentor's work is not only to establish a routine of classes but also to offer students psychological counseling. Under the system of a school, it is still unclear between mentors and school counselors. To the extent that what a mentor should do is to be first aid in emergency. Weekly logs can be a good helper for mentors to read important messages which are not perceived by students themselves. This study aims to analyze two current mentors of vocational high schools by engagement motivation, ecosystems theory, and theory of narrative therapy. The result shows that weekly logs seem to be zero psychological distance between the mentor and the student, but to get involved into students inside heart, through them, is a long way to go. Weekly logs work only if they are carefully evaluated with enough attention.

Best Practice in Peer Mentoring Programs: Reflecting on the Role of Student Writing Mentors

Many Australian universities have introduced formal peer mentoring programs, with one more common model focusing on undergraduate students’ learning development, specifically their academic writing. Deakin University’s Writing Mentor Program provides one-to-one ‘drop in’ sessions where Writing Mentors (WMs) work with a peer, and it is coordinated by Tertiary Learning Advisers (TLAs). The Program’s overall aims include helping students interpret academic expectations, and better understand how they can succeed with their studies. However, this Writing Mentor Program also aims to facilitate WMs’ learning from their peers, through reflections on their interactions with students. This study aimed to inform the professional development program for WMs by identifying the perception of the role of WMs held by both WMs and TLAs at the commencement of the program, and also the perceived differences between the roles of WMs and TLAs. Findings from the study highlighted the need to include reflective practice as a topic in on-going training sessions. The study also suggested the need for a more structured approach to developing a ‘shared understanding’ of the roles of WMs.

Perspectives on teacher standards in the mentoring process: insights from mentors and early career teachers in an Australian context

ABSTRACT Mentoring programmes are considered a core component of professional learning approaches for early career teachers (ECTs) as they commence in and progress through the first few years in the profession. Mentoring in the contemporary Australian context, however, is situated within a culture of high teacher standardisation, as is the case in numerous countries across the word. The Australian Professional Standards for Teachers (“the Standards”), for example, are the measuring device against which full teacher registration of ECTs is awarded as well as being put forward as the framework that informs teacher goal setting and development. In such circumstances, lines between mentoring purposed for teacher growth and for accountability may be blurred, and mentoring may be delimited to teachers’ work privileged in the Standards. In this paper, we report on data collected and thematically analysed from semi-structured interviews with 15 mentors and 15 ECTs from eight independent schools across Queensland and New South Wales in Australia about the role of the Standards in their mentoring work. Findings demonstrated that these mentors and ECTs address the Standards during mentoring ranging from regulatory to developmental to cursory. These findings have implications for the development of mentoring programmes, in Australia and elsewhere, where mentoring occurs in neoliberal cultures of audit.

Роль наставничества на современном этапе развития российского образования

The article deals with the actual problem of mentoring as an educational phenomenon. The characteristic of the concept of "mentoring" is given, the historical origins of its birth are described, starting from the primitive society. The goals of modern mentoring, its content and forms are revealed. Particular attention is paid to the requirements for the organization of mentoring. Using the example of a kindergarten teacher, the stages of a mentor's work are shown.

Guarantees of work of mentors as a way to strengthen the institution of mentoring in the National Police

Guarantees of work of mentors as a way to strengthen the institution of mentoring in the National Police

Prolepsis & telos: Interpreting pedagogy and recovering imagination in the mediation of youth learning

ABSTRACT Background Makerspaces are proliferating U.S. public schools and libraries. Few studies, however, take an in situ view on the pedagogical moves of mentors, and fewer still engage with ideologies of race and class therein. Without this, principles of pedagogy or design that build toward expansive learning for racially minoritized youth will remain elusive. Methods Semi-structured interviews and fieldnotes of mentors in a U.S. public library makerspace were taken over six weeks (n = 12). The mentors were predominantly white and all were professional artists/creatives; teen patrons were predominantly racially minoritized. Findings Three recurring pedagogical moves surfaced through the interplay of prolepsis and telos as an interpretive lens. We identify how mentor history/memory and future imaginings of youth as adult creatives—both of which intersect with ideologies of race and class—shape their mediation of learning. Contributions 1) Documentation of specific pedagogical moves that extend efforts to name the work of mentors; 2) Presentation of prolepsis and telos as a lens to recover the power of imagination in pedagogy; and 3) Extension of how prolepsis is used to the study human learning and development by bringing it in contact with the study of ideologies among educators.

Mentoring in a university-based induction program

While mentoring partnerships between new and more experienced educators have been shown to support early career teachers and improve retention, more research is needed to provide insight into how these mentoring partnerships work. In our study, we draw on sociocultural theory to examine the work of mentors supporting 15 novice teachers serving in high-needs areas across one school district. Using qualitative research methods and inductive analysis, we analyzed survey feedback, interviews with mentors and mentees, and mentoring summary reports collected across one school year. Analysis indicated the importance of the relationship between the mentor and mentee and the ways mentors worked to establish those relationships through stances of appreciation and co-learning. The mentors engaged in a number of mentoring approaches to support their mentees, tailoring these approaches to the needs of their mentee partners. Finally, analysis indicated several tensions related to mentoring.

Implementation of preschool universal education in rural preschools of Ukraine (1963-1984)

Emphasis is placed on the periodization of the development of preschool institutions in rural areas of Ukraine in the chronological boundaries of 1945-1991. There are three periods of formation and development of rural preschool institutions: 1st period (1945-1963) refers to the revival and formation of preschool institutions in rural areas, 2nd period (1963-1984) refers to the implementation of preschool education in rural preschools, 3rd period (1984-1991) refers to the renewal of the educational space of preschools in rural areas. The historical facts of the organization of public preschool education in the Ukrainian village in 1963-1984 are generalized – period of dynamic development of rural preschools: intensive construction of preschools in the village according to standard projects, merging nurseries and kindergartens into one institution, mass transformation of seasonal preschools into permanent ones, period of critical analysis, use and implementation of pedagogical experience, scientific and methodological developments, organization of patronage (mentoring) work, creation of "kindergarten schools". The author's periodization is based on scientific achievements in the periodization of the history of pedagogy by socio-economic and political characteristics and periods of formation of Ukrainian statehood. It is emphasized, that periodization is only an author's version, which can be accepted by scientists or refuted by replacing it with another. The following methods were used in the process of scientific research: analysis, generalization, systematization of archival documents, legislative acts, substantiation of the initial positions of scientists and practitioners on the researched problem. Chronological-systemic and historical methods were used in the dynamics and sequence of time to consider the peculiarities of the functioning of preschool institutions in rural areas of Ukraine in the period 1963-1984.

Supportive supervision from a roving nurse mentor in a community health worker programme: a process evaluation in South Africa

BackgroundMany low and middle- income countries (LMICs) are repositioning community health worker (CHW) programmes to provide a more comprehensive range of promotive and preventive services and referrals to the formal health service. However, insufficient supervision, fragmented programmes, and the low literacy levels of CHWs often result in the under-performance of the programmes. We evaluate the impact of a roving nurse mentor working with CHW teams proving supportive supervision in a semi-rural area of South Africa.MethodsWe conducted a longitudinal process evaluation, using in-depth interviews, focus groups and observations prior to the intervention, during the intervention, and 6 months post-intervention to assess how the effects of the intervention were generated and sustained. Our participants were CHWs, their supervisors, clients and facility staff members and community representatives.ResultsThe nurse mentor operated in an environment of resource shortages, conflicts between CHWs and facility staff, and an active CHW labour union. Over 15 months, the mentor was able to (1) support and train CHWs and their supervisors to gain and practice new skills, (2) address their fears of failing and (3) establish operational systems to address inefficiencies in the CHWs’ activities, resulting in improved service provision. Towards the end of the intervention the direct employment of the CHWs by the Department of Health and an increase in their stipend added to their motivation and integration into the local primary care clinic team. However, given the communities’ focus on accessing government housing, rather than better healthcare, and volatile nature of the communities, the nurse mentor was not able to establish a collaboration with local structures.ConclusionsA roving nurse mentor overseeing several CHW teams within a district healthcare system is a feasible option, particularly in a context where there is a shortage of qualified supervisors to support CHWs activities. A roving nurse mentor can contribute to the knowledge and skills development of the CHWs and enhance the capacity of junior supervisors. However, the long-term sustainability of the effects of intervention is dependent on CHWs’ formal employment by the Department of Health.

Health professions education in Serbia: Evaluation and measures for quality improvement through experiential education, interprofessional education and teaching competencies development

Background/Aim. Health professions education is facing emerging issues. A comprehensive situation analysis was performed among academic staff, healthcare practitioners, and healthcare science students to address and respond to new trends. The aim of the study was to investigate the attitude, perception, and the recognized needs towards experiential education (EE), interprofessional education (IPE), and teaching competencies development (TCD). The critical evaluation of the existing quality standards for further quality improvement in health professions education in Serbia was provided. Methods. The survey on EE, IPE, and TCD was conducted within the Reinforcement of the Framework for Experiential Education in Serbia (ReFEEHS) project, co-funded by the Erasmus+ program of the European Comission at four Serbian universities (the University of Belgrade, the University of Kragujevac, the University of Nis, and the University of Novi Sad). Four task groups were appointed to perform a desk review of the existing curricula, recommendations, and practices within each of the four health professions education (Medicine, Pharmacy, Dentistry, and Nursing) in Serbia and assess the level of compliance with relevant educational policies and practices in the European Union. Results. A total of 1,507 respondents completed the survey. A highly expressed positive attitude was found towards EE, IPE, and TCD among all the respondents. The majority of the respondents (> 70%) shared that EE should be organized in real-life practice and involve students? work under the supervision of a qualified supervisor, as well as interactions with patients and healthcare professionals. About 90% of the respondents supported the inclusion of IPE teaching activities into EE, with 77% of students expressing high motivation to attend those classes, whereas 93% of academic staff was eager to deliver and teach joint IPE subjects. Only 20% of academic staff has already attended some TCD program, while 75% recognized the need for its organization. Moreover, 90% of healthcare practitioners have recognized that mentors/clinical supervisors also need additional skills for effective mentoring work within health science education. Based on the survey results, recommendations for improvement were given within three educational fields, healthcare science curricula, professional practice (traineeship), teaching staff, and regulations. Conclusion. The results derived from the survey served as a starting but also a vital point for higher education improvement in Serbia. All interested parties ? academia, students, healthcare professionals, and regulatory bodies should collaborate on achieving improved, contemporary, and transformative health professions education.

Pelatihan pengembangan media pembelajaran daring menggunakan aplikasi Wix bagi sukarelawan Yayasan Rumah Impian Yogyakarta

This Community Service (PkM) aims to improve the knowledge and skills of the volunteers of Dream House Foundation in Yogyakarta in assisting street children during online learning which includes basic knowledge about Wix, steps to create, use, and develop Wix as an online learning medium. The activity is implemented using training methods as a form of Participatory Learning and Action, with the following implementation stages: (1) counseling on the benefits of Wix to support online learning (2) training and practice of creating Wix as online learning medium (3) FGD (4 ) creating Wix in groups (4) group work mentoring (5) result presentation and improvements (6) evaluation. The evaluation was started from the beginning of the activity with the criteria of the number of attendance, participation in each stage of the activity, and the presentation of Wix site design. The evaluation results show that 90% of the participants understand and can design Wix site to develop web-based online learning media. The creation of the Wix site according to the needs of the children in the assisted areas has referred to the Wix site developed by the facilitator team and supports the availability of online learning materials to study from home.

UNE ANALYSE SOCIOLOGIQUE DE L’ACCOMPAGNEMENT À PARTIR DES CONCEPTS DE PIERRE BOURDIEU

Cet article présente une analyse sociologique du processus d’accompagnement mentoral à l’université. La première partie aborde la complexité de la tâche professorale et la difficulté à recruter des mentors. Après avoir esquissé une définition des concepts utilisés, la réflexion s’articule autour de la définition de Gagnon (2017) et propose quatre étapes au processus : 1) la socialisation à un nouveau champ, 2) l’ajustement de l’habitus, 3) l’atteinte d’une maitrise pratique de la pratique et 4) la transformation de l’agent vers le sujet. L’analyse suggère que l’adoption en collégialité des critères à rencontrer pour devenir un mentor et une reconnaissance institutionnelle du travail des mentors constituent des adjuvants à un processus réussi.

The socio-psychological competence of a mentor in the field of physical culture

The professional socio-psychological competence of a mentor in the field of physical culture is a complex multifaceted system that aims to obtain and develop a sufficient level of competence for productive professional activity in the process of learning and practice. The content of the socio-psychological competence of the mentor in the field of physical culture carries a set of knowledge, skills and abilities, the possession of which allows you to work in the chosen profile. The task of the mentor is to accompany constantly. In practice, mentoring is understood as a tougher, authoritarian type of relationship. The mentor directs his efforts to support and open opportunities for beginners and «young people». The model of the mentor's relationship is determined by the relationship between him and the ward, as well as expectations of the results of the parties regarding the topic and form of cooperation. The mentor's work with the ward is based on a developed action plan called a process. The mentoring process is not homogeneous. The socio-psychological competence of a mentor in the field of physical culture becomes effective if it is carried out based on sound theoretical and practical principles that reveal the readiness of physical culture mentors to organize physical culture and health environment, considering the developed concept and appropriate organizational support.

Fostering Effective Mentoring Relationships in Qualitative Research.

Conducting a qualitative research study is a long, arduous, and laborious endeavor. The novice and early-career researchers, including graduate students, can be overwhelmed by the complexity of the methods used in conducting a naturalistic inquiry. Despite the recognized importance of mentoring in different fields, a research supervisor is almost always used to guide the neophytes in their pursuit of completing a research investigation in nursing. Supervising is task-oriented, whereas mentoring involves caring, role-modeling, emotional support, and guidance including the long-term development of the mentee. Research mentoring relationships are critical to the satisfaction of both the mentor and the mentee that leads to a successful completion of a qualitative inquiry and, eventually, for their academic and professional advancement. Mentees are advised to seek mentors and to establish formal mentoring relationships with them. It is also suggested that institutions support the value and work of mentors. Future studies must address failed mentoring liaisons, and assess and use different strategies for effective mentorship for both the mentor and the mentee. The purpose of this article is to discuss the role of mentoring in successfully completing a scholarly inquiry that will help in equipping novices with the knowledge, skills, and confidence that will empower them to navigate the difficult and long journey of a qualitative investigation.

Mentors' approach to practicum mentoring in the Spanish and Thai contexts: a two-cohort comparison using the Mentoring Profile Inventory

PurposeThe purpose of this study was to better understand the work of mentors or cooperating teachers (CTs) in Spain and Thailand, by comparing how mentors in both contexts conceive of their work in teacher education.Design/methodology/approachA comparative study based on a crossnational research (CNR) approach was used. An internationally validated instrument, the Mentoring Profile Inventory (MPI), was given to 171 Spanish and 170 Thai CTs, and an analysis using t tests and constant comparative methods was conducted.FindingsThe main results indicate that the Spanish cohort reported being significantly more challenged than their Thai counterparts in working with preservice teachers (PSTs). Both groups indicated a similar degree of motivation. The comparative analysis revealed that the Thai CTs emphasized the importance of ethics in teaching and being a role model for PSTs, whereas the Spanish CTs emphasized the need for strong interpersonal relationships as being central to successful mentoring.Research limitations/implicationsUnderstanding mentors' challenges and motivations can form the basis for reflecting upon the essential components of teacher preparation in both contexts. Furthermore, comparative cross-context analyses, as demonstrated in this paper, are vital for the identification of important differences that might otherwise remain invisible or unrecognized from a single-context perspective.Originality/valueThe study is original in its focus in that it offers insights that help better understand attitudes and performance within and across contexts – in this case, a European and an Asian country – using a common metric, the MPI. This study serves as an exemplar for other comparison studies for countries of mentors.

НАСТАВНИЦТВО ЯК МЕТОД АДАПТАЦІЇ, ПІДГОТОВКИ ТА ПІДВИЩЕННЯ КВАЛІФІКАЦІЇ СУДОВИХ ЕКСПЕРТІВ

У статті висвітлено необхідність запровадження інституту наставництва під час підготовки, підвищення кваліфікації та адаптації судових експертів, надано практичні рекомендації щодо організації цього напряму діяльності в загальній системі роботи з персоналом судово-експертних установ. Акцентовано увагу на відсутності нормативно-правого забезпечення роботи відповідальних за безпосередню підготовку судових експертів, що негативно впливає на якість навчання та адаптацію працівників на новому місці роботи, і системи стимулювання праці співробітників, які навчають експертних спеціальностей на практиці. Обґрунтовано роль наставництва як інструмента адаптації та навчання нових працівників, підвищення кваліфікації судових експертів, зміцнення згуртованості всього колективу судово-експертної установи. Наголошено на визначенні інституту наставництва як одного з пріоритетних напрямів роботи з персоналом.

ЗАБЕЗПЕЧЕННЯ ОРГАНІЗАЦІЇ ПРОЦЕСУ НАСТАВНИЦТВА ДЛЯ ДІТЕЙ-СИРІТ В УКРАЇНІ

The article describes the concept of "mentoring", "mentor", the purpose and objectives of "mentoring" in accordance with current legislation of Ukraine. The importance of mentoring for socialization and preparation for independent orphans' and children living who are deprived from parental care and live in boarding schools is outlined. This activity is new for Ukraine, so it needs justification. Based on the results of theoretical analysis and practical study of the mentoring needs of children who live in the institution, we described the organization of the mentoring process, which includes training orphans and children deprived of parental care to participate in the mentoring program and work with citizens who have identified desire to become mentors. Research methods: methods of theoretical analysis, generalization and modeling; analysis of documents (assessment of the child's needs, mentor's individual work plan). The study to ensure the organization of the mentoring process in accordance with the direction of training orphans and children deprived of parental care, provides for such stages of socio-psychological work as acquaintance with staff, establishing contact with children, assessing the needs of children and their social environment, planning socio-psychological work. And in accordance with the direction of work with citizens who have expressed a desire to become mentors, such stages as conducting an information campaign to involve the community in mentoring, first contact with citizens by phone, information meeting with citizens who have expressed a desire to become mentors, the first psychological consultation, visit to the family of specialists of the program, training "Preparation of mentors for orphans and children deprived of parental care", repeated psychological consultation, conclusion of socio-psychological readiness of citizens to be mentors, mutual selection of children and candidates for mentors, social and psychological support and mentor. Ensuring the organization of the mentoring process for orphans and children who are deprived from parental care will serve to increase the individual's ability to navigate flexibility in social conditions and effectively interact with the social environment, promote socialization and social integration.