Leadership Development in Child Welfare: Initiating and Sustaining a Mentoring Program

2007 ◽  
Author(s):  
Virginia C. Strand ◽  
Jodi Hill-Lilly
Keyword(s):  
Leadership Development ◽  
Child Welfare ◽  
Mentoring Program

scholarly journals Mentorship Program as A Productive Teacher Development Program at Sekolah Pelita Harapan in Indonesia

2020 ◽  
Vol 1 (3) ◽  
pp. 311-318
Author(s):  
Rosma Indriana Purba ◽  
Ratna Setyowati Putri ◽  
Donna Imelda
Keyword(s):  
Leadership Development ◽  
Teacher Development ◽  
Educational Leaders ◽  
Development Program ◽  
Mentoring Program ◽  
Development Programs ◽  
Mentorship Program ◽  
Self Reflection ◽  
Job Shadowing ◽  
Cost Efficient

A mentorship program is cost-efficient and effective ways to get employees engaged and empowered. The program enables developing talent and increases productivity across the organization. The executive team of Sekolah Pelita Harapan has grown a strong desire to help equipping educational leaders to be effective in their role as educators. It is founded on the belief that an excellent candidate having a background of experience in education and showing strong potential for further leadership development can benefit enormously through the opportunities that mentorship can offer. Through several models of teacher development programs, it was finally confirmed that the mentoring program was an excellent way to develop the teacher's performance. Keywords: mentoring, job shadowing, active application, dialogue, professional reading, self-reflection.

scholarly journals Best Practices in Academic Mentoring: A Model for Excellence

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Jan M. Nick ◽  
Theresa M. Delahoyde ◽  
Darlene Del Prato ◽  
Claudia Mitchell ◽  
Jennifer Ortiz ◽  
...  
Keyword(s):  
Leadership Development ◽  
Best Practices ◽  
Academic Culture ◽  
Academic Community ◽  
Mentoring Program ◽  
Formal Mentoring ◽  
Role Integration ◽  
Faculty Teaching ◽  
Academic Nurse Educators ◽  
Formal Mentoring Program

Mentoring is important for the recruitment and retention of qualified nurse faculty, their ongoing career development, and leadership development. However, what are current best practices of mentoring? The purpose of this paper is to provide an overview of a model for excellence in establishing a formal mentoring program for academic nurse educators. Six themes for establishing a formal mentoring program are presented, highlighting best practices in mentoring as culled from experience and the literature. Themes reflect aims to achieve appropriately matched dyads, establish clear mentorship purpose and goals, solidify the dyad relationship, advocate for and guide the protégé, integrate the protégé into the academic culture, and mobilize institutional resources for mentoring support. Attending to the six themes will help mentors achieve important protégé outcomes, such as orientation to the educator role, integration into the academic community, development of teaching, scholarship, and service skills, as well as leadership development. The model is intended to be generalizable for faculty teaching in a variety of academic nursing institution types and sizes. Mentoring that integrates the six themes assists faculty members to better navigate the academic environment and more easily transition to new roles and responsibilities.

Exploring the role of faculty and staff mentors in fostering ethical leadership among undergraduate students: “We have to narrow the distance”

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Meg E. Evans ◽  
Rebecca M. Taylor ◽  
Laila McCloud ◽  
Katherine Burr
Keyword(s):  
Leadership Development ◽  
Ethical Leadership ◽  
Study Participant ◽  
Structured Interview ◽  
Structural Features ◽  
Qualitative Inquiry ◽  
Professional Judgment ◽  
Mentoring Program ◽  
Content Type ◽  
Faculty And Staff

PurposeThe purpose of this interdisciplinary study is to identify the aspects that faculty, student affairs educators and students indicate as salient for effective mentoring relationships that enhance ethical leadership development.Design/methodology/approachThis exploratory qualitative inquiry used the Relational-Ethical-Affective-Dialogic (READ) mentoring model as a framework to examine the experiences of 13 undergraduate mentees and faculty/staff mentors in a formal mentoring program. Each study participant engaged in one semi-structured interview. Researchers coded and analyzed data using the sort and sift, think and shift process identifying power quotes to guide the thematic analysis.FindingsThe data collected in this study revealed insights into the aspects of mentor relationships that both undergraduate mentees and their mentors perceived as contributing to students' ethical leadership development. Salient elements included: (1) relational features of the mentee-mentor dynamic including trust and reciprocity; (2) structural features of the mentoring program including its focus on ethics; and (3) mentoring approaches that were attentive to power and positionality within the mentoring relationship and involved professional judgment about self-disclosure.Originality/valueThis study adds to the literature by exploring effective mentoring for ethical leadership development across disciplines. With colleges and universities serving a vital role in preparing the next generation of leaders for ethical engagement in their democratic and professional roles after graduation, it is imperative to broaden our understanding of how faculty and staff can support students' ethical leadership development.

Turning Managers into Leaders

2017 ◽  
pp. 1163-1178
Author(s):  
David G. Wolf ◽  
David K. Ober
Keyword(s):  
Leadership Development ◽  
Communication Skills ◽  
Leadership Skills ◽  
Mentoring Program ◽  
Mentoring Relationship ◽  
Organizational Stakeholders ◽  
Economic Constraints ◽  
Development Paradigm ◽  
Manager Development

Fostering stable, reliable and knowledgeable leaders is one of today's top priorities in many organizations. Leadership is generally considered the ability to influence others. There is a widespread, generally accepted belief that mentoring should be an integral factor within the leadership development paradigm to recognize and train protégés in the art of exerting influence over others. The mentoring experience may also have a significant impact on manager development, given the operational, regulatory, and economic constraints placed on managers in today's fast-paced, technology driven environment. Understanding how mentors acquire the requisite knowledge, wisdom and communication skills that allow them to positively influence others to engage, build and maintain leadership skills is necessary to a successful mentoring relationship. There is a plethora of mentoring models and programs available today. Understanding the needs, wants, desires and expectations of the various organizational stakeholders will aid in deciding which mentoring program may be right for any two individuals seeking to engage in the mentoring process.

Undergraduate Student Success Initiatives in Communication Sciences and Disorders

2021 ◽  
pp. 1-9
Author(s):  
Jairus-Joaquin Matthews ◽  
Twyla Perryman ◽  
Dena Kneiss
Keyword(s):  
Leadership Development ◽  
Student Success ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Graduate Program ◽  
Mentoring Program ◽  
Application Process ◽  
Graduate Studies ◽  
Faculty Interaction ◽  
Self Actualization

Purpose Undergraduate students are faced with an extremely competitive application process when applying for graduate studies in communication sciences and disorders (CSD). This clinical focus article describes initiatives created by faculty within a CSD program at a medium-sized public university, with the goals of helping undergraduate students engage in high-impact practices and increase their competitiveness when applying for graduate school. Conclusions This clinical focus article describes a framework for four initiatives geared toward undergraduate student success in CSD, as follows: (a) self-actualization, (b) leadership development, (c) increased student–faculty interaction, and (d) collaboration. To achieve the goals of these initiatives, an undergraduate orientation, a peer-mentoring program, faculty-led research opportunities, and leadership development were implemented. After the implementation of the framework, we observed that the number of students entering the graduate program at the University of West Georgia and in other institutions increased over the past 3 years.

Initiating and Sustaining a Mentoring Program for Child Welfare Staff

2009 ◽  
Vol 34 (1) ◽  
pp. 49-67 ◽  
Author(s):  
Virginia C. Strand ◽  
Stephanie Bosco-Ruggiero
Keyword(s):  
Child Welfare ◽  
Mentoring Program
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