scholarly journals High enthusiasm about long lasting mentoring relationships and older mentors

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Heba A. Mohtady ◽  
Karen D. Könings ◽  
Mohamed M. Al-Eraky ◽  
Arno M. M. Muijtjens ◽  
Jeroen J. G. van Merriënboer
Keyword(s):  
Mentoring Relationships ◽  
Formal Mentoring ◽  
Informal Mentoring ◽  
Medical Practitioners ◽  
Mentoring Relationship ◽  
Role Modelling ◽  
Factors Influencing ◽  
Interpersonal Characteristics ◽  
The Relationship ◽  
Insight Into

Abstract Background Mentoring plays a pivotal role in workplace-based learning, especially in the medical realm. Organising a formal mentoring programme can be labor and time intensive and generally impractical in resource constrained medical schools with limited numbers of mentors. Hence, informal mentoring offers a valuable alternative, but will be more likely to be effective when mentors and protégés share similar views. It is therefore important to gain more insight into factors influencing perceptions of informal mentoring. This study aims to explore mentors and protégés’ perceptions of informal mentoring and how these vary (or not) with gender, age and the duration of the relationship. Method We administered an Informal Mentor Role Instrument (IMRI) to medical practitioners and academics from Egypt, Pakistan and Saudi Arabia. The questionnaire was developed for the study from other validated instruments. It contained 39 items grouped into 7 domains: acceptance, counselling, friendship, parenting, psychological support, role modelling and sociability. Results A total of 103 mentors and 91 protégés completed the IMRI. Mentors had a better appreciation for the interpersonal aspects of informal mentoring than protégés, especially regarding acceptance, counselling and friendship. Moreover, being older and engaged in a longer mentoring relationship contributed to more positive perceptions of interpersonal aspects of mentoring, regardless of one’s role (mentor or protégé). Conclusion It can be concluded that the expectations of mentors and protégés differed regarding the content and aim of the interpersonal characteristics of their mentoring relationship. We recommend mentors and protégés to more explicitly exchange their expectations of the informal mentoring relationship, as typically practiced in formal mentoring. Additionally, in our study, seniority and lasting relationships seem crucial for good informal mentoring. It appears beneficial to foster lasting informal mentoring relationships and to give more guidance to younger mentors.

scholarly journals Experiences Of The Mentoring Relationship: A Study In A Mining Company

2005 ◽  
Vol 4 (1) ◽  
Author(s):  
Nelise Gilmore ◽  
Melinda Coetzee ◽  
Dries Schreuder
Keyword(s):  
South African ◽  
Sampling Method ◽  
Mentoring Relationships ◽  
Mining Company ◽  
Informal Mentoring ◽  
Mentoring Relationship ◽  
Convenience Sampling ◽  
Analyse Data ◽  
The Relationship

The purpose of this study was to investigate the experiences of mentors and mentees with regard to the mentoring relationship in the South African organisational context. A convenience sampling method was used to involve mentors and mentees as participants (N = 10). Qualitative methods were used to collect and analyse data on the respondents’ experiences of the mentoring relationship. It was found that both mentors and mentees tend to prefer informal mentoring relationships because of the factors that contribute to the quality of the relationship. The implications of the findings are discussed.

scholarly journals Effective Characteristics of Formal Mentoring Relationships: The National Athletic Trainers' Association Foundation Research Mentor Program

2017 ◽  
Vol 12 (4) ◽  
pp. 244-255 ◽  
Author(s):  
Sara L. Nottingham ◽  
Stephanie M. Mazerolle ◽  
Jessica L. Barrett
Keyword(s):  
Athletic Trainers ◽  
Junior Faculty ◽  
Phenomenological Approach ◽  
Effective Characteristics ◽  
Mentoring Relationships ◽  
Mentor Program ◽  
Formal Mentoring ◽  
Faculty Position ◽  
Informal Mentoring ◽  
National Athletic Trainers Association

Context: Mentoring is a beneficial mechanism to support junior faculty members as they navigate job expectations, institutional nuances, and the professional landscape during the first few years as a faculty member. Whereas effective characteristics of informal mentoring relationships are generally understood, less is known about factors that contribute to formal mentoring relationships. Objective: Gain mentor and mentee perceptions of effective mentoring in a formal setting. Design: Qualitative phenomenology. Setting: Higher education institutions. Patients or Other Participants: Six mentees (4 women and 2 men with 3 ± 4 years in their current faculty position) and 4 mentors (2 women and 2 men with an average of 10 ± 3 years in their current faculty position) participating in the 2015 National Athletic Trainers' Association Foundation mentor-program cohort. Main Outcome Measure(s): Participants completed one telephone interview before starting the mentor program and one interview upon program completion 11 months later. Participants also completed 3 structured online journals at 3-month increments throughout their participation in the program. Two researchers independently analyzed the interview and journal data using a phenomenological approach. To improve trustworthiness, we used peer review and pilot testing of the interview guides, member-checks, and multiple-analyst triangulation. Results: Participants described effective mentoring relationships as those that facilitated collaboration and demonstrated humanistic qualities. Participants who collaborated on scholarly activities during their mentoring experience perceived this to be a highly valuable aspect of the experience that increased the potential for a long-lasting relationship. Whereas the mentoring focused on professional development, humanistic attributes such as approachability and personal connections further enriched participants' mentoring experiences. Conclusions: Participants in formal mentoring experiences describe effective mentoring characteristics similarly to those who have participated in informal mentoring and should be encouraged to exhibit them. Additionally, coordinators of formal mentoring programs should provide participants with resources and guidance to facilitate their experiences.

Exploring mentoring across gender, race, and generation in higher education

2019 ◽  
Vol 8 (1) ◽  
pp. 2-18 ◽  
Author(s):  
Sydney Freeman Jr ◽  
Frances Kochan
Keyword(s):  
Higher Education ◽  
Mentoring Relationships ◽  
White Female ◽  
Content Type ◽  
Mentoring Relationship ◽  
The Usa ◽  
Extensive Body ◽  
The Relationship ◽  
Practical Implications

Purpose The purpose of this paper is to examine a long-term mentoring relationship between a White female from the Traditional Generation and an African American male from the Xennial Generation, as engaged in a mentoring relationship within higher education institutions in the USA. The study investigated if, how and to what degree the differences and similarities between them influenced their mentoring relationship. Design/methodology/approach The authors used an autoethnographic approach involving extensive questioning, dialoguing, note keeping and analysis over eight months. Findings The analysis suggested that race had the greatest influence on the relationship. The primary reasons for mentoring success were similarities in family backgrounds and commonly held values. Research limitations/implications This study may not be generalizable to mentoring relationships that do not involve cultural differences in race, age or gender. Practical implications The paper offers a model for the types of strategies individuals can use in cross-racial mentoring endeavors to help build and sustain these relationships. It also includes suggestions for individuals engaged in mentoring relationships, which include gender, race or age differences, and organizations seeking to enhance diversity within their institutions. Originality/value There is not an extensive body of research on individual cross-racial, gender and generational mentoring that provides an analysis of the experience of those involved. Additionally, the model presented for examining cross-racial mentoring relationships is unique.

Mentoring Relationship Quality Profiles and Their Association With Urban, Low-Income Youth’s Academic Outcomes

2016 ◽  
Vol 51 (4) ◽  
pp. 443-462 ◽  
Author(s):  
C. Lynn Liao ◽  
Bernadette Sánchez
Keyword(s):  
Low Income ◽  
Academic Outcomes ◽  
Extended Family ◽  
Educational Aspirations ◽  
Economic Benefits ◽  
Mentoring Relationships ◽  
Grade Point ◽  
Informal Mentoring ◽  
Mentoring Relationship ◽  
Person Centered Approach

This study aimed to (a) identify mentoring quality profiles based on characteristics of informal mentoring relationships, (b) examine how mentor and youth demographic characteristics were related to the profiles, and (c) investigate whether the profiles were related to youth’s academic outcomes. Participants were 411 ninth-grade urban, low-income students. Mentors were comprised of older siblings, extended family members, and non-familial adults. Using cluster analysis, we identified two mentoring quality relationship profiles: (a) less close and growth oriented and (b) closer and more growth oriented. Boys were more likely to have less close and growth-oriented relationship profiles or to be in the non-mentored group compared with girls. Univariate tests showed differences among relationship profile groups and non-mentored groups on intrinsic motivation, educational aspirations and expectations, perceived economic benefits, and limitations of education and grade point average (GPA). The study reveals the importance of taking a within-group, person-centered approach when examining mentoring relationships.

Exploring the benefits of mentoring activities for the mentor

2014 ◽  
Vol 19 (4) ◽  
pp. 469-490 ◽  
Author(s):  
François Grima ◽  
Pascal Paillé ◽  
Jorge H. Mejia ◽  
Lionel Prud'homme
Keyword(s):  
Design Methodology ◽  
Multidimensional Analysis ◽  
Gender Composition ◽  
Content Type ◽  
Informal Mentoring ◽  
Professional Performance ◽  
Mentoring Relationship ◽  
Personal Impact ◽  
Improved Performance ◽  
The Relationship

Purpose – Mentoring is more and more studied by researchers on account of its professional and personal impact on mentees. This contribution has two main objectives. First, to empirically validate the benefits for the mentor and to test links between mentoring activities and benefits through a multidimensional analysis. Second, to incorporate two variables structuring the relationship into the analysis: the formal vs informal nature of the mentoring relationship and the gender composition of the dyad. The paper aims to discuss these issues. Design/methodology/approach – In total, 161 French managers have been surveyed. Findings – The results show that mentors value the personal dimension of the relationship more than the professional dimension. Moreover, informal mentoring favours the perception of a rewarding experience by the mentor, whereas formal mentoring is synonymous with improved professional performance. This research calls into question the advantage of same-sex dyads, suggesting that heterogeneity favours improved performance. Originality/value – The originality of the paper was to focus on the homogeneity of the mentor-protégé dyad in terms of gender.

scholarly journals A Working Model of Mentors’ Contributions to Youth Mentoring Relationship Quality: Insights From Research on Psychotherapy

2012 ◽  
Vol 5 (2) ◽  
pp. 295-312 ◽  
Author(s):  
Renée Spencer
Keyword(s):  
Informal Learning ◽  
Relationship Quality ◽  
Youth Development ◽  
Young Person ◽  
Mentoring Relationships ◽  
Positive Outcomes ◽  
Mentoring Relationship ◽  
Working Model ◽  
The Relationship ◽  
Over Time

Mentoring is a flexible approach to youth development that can promote positive outcomes through informal learning. Not all mentoring relationships are beneficial, however, as lower quality mentoring relationships tend to have little effect. A mentor’s overall approach to the relationship has been found to influence relationship quality. But what does it take to engage a young person in such a relationship and sustain it over time? In this paper, I draw from the research on psychotherapy and other related literatures to briefly sketch out a working model for the determinants of mentoring relationship quality and then focus in detail on one of these—the contributions of the mentor.

scholarly journals College Student Mentors and Latino Youth: A Qualitative Study of the Mentoring Relationship

2015 ◽  
Author(s):  
Lisa Knoche ◽  
Byron Zamboanga
Keyword(s):  
Phenomenological Study ◽  
Latino Youth ◽  
Mentoring Relationships ◽  
Mentoring Program ◽  
Mentoring Relationship ◽  
Student Mentors ◽  
Latino Achievement ◽  
Relationship Of ◽  
The Relationship

This phenomenological study describes the meaning of mentoring relationships from the perspectives of six purposefully selected mentors involved in the Latino Achievement Mentoring Program (LAMP), and investigates underlying themes regarding the mentors’ relationships. Clusters of themes pertaining to the mentors’ relationship with the mentee, the relationship of the mentor with the mentee’s family, and the mentors’ personal and professional development contributed to the meaning of the mentoring relationship for LAMP mentors. Mentors highlighted challenges that characterized the mentoring relationships at various points in time: However, relations hip strengths outweighed potential obstacles. Findings are useful for programs that target Latino youth, and have implications for the recruitment and retention of mentors. Findings bring to light the need for future rese arch that considers the quality of the mentoring relationship and its influence on outcomes for mentoring participants.

Mentoring and gender: perception is not reality

2018 ◽  
Vol 23 (4) ◽  
pp. 346-359
Author(s):  
Elizabeth Torney Welsh ◽  
Erica W. Diehn
Keyword(s):  
Experimental Design ◽  
Mentoring Relationships ◽  
Content Type ◽  
Informal Mentoring ◽  
Working Adults ◽  
Empirical Results ◽  
Mentoring Relationship ◽  
And Gender ◽  
Workplace Outcomes

Purpose The purpose of this paper is to explore whether the disconnect between mentoring theory, which posits that women receive less workplace mentoring than men, and empirical results, which have found that women report equivalent or more mentoring received than men, is due to differences in perception rather than in actual mentoring provided. Design/methodology/approach Using an MTurk sample of working adults (n=251), a 2 (protégé/participant gender: male/female) × 2 (mentor gender: male/female) × 3 (amount of mentoring: high/medium/low) between-subjects experimental design was tested. This approach held relationship characteristics constant, allowing for an examination of the role of gender in mentoring perceptions. Findings Gender was associated with the way protégés viewed a mentoring relationship and their reports of mentoring received. When identical relationships were described, women were more likely than men to identify a senior colleague as a mentor, and protégés in heterogeneous gender mentoring relationships reported more mentoring received than those in homogeneous gender relationships. Research limitations/implications When examining mentoring, perceptual differences need to be considered before drawing conclusions. Practical implications This study calls into question findings of equivalent mentoring – refocusing attention on the importance of informal mentoring for improving women’s workplace outcomes. Originality/value Using an experimental design that holds relationship characteristics constant, this study is able to examine whether perceptions of mentoring are affected by gender. No study has previously done so, and results from the current study help to explain why there has been a disconnect between theory and empirical results.

Lessons Learned: Coaches’ Perceptions of a Pilot E-Mentoring Programme

2020 ◽  
Vol 7 (1) ◽  
pp. 22-30 ◽  
Author(s):  
Matthew A. Grant ◽  
Gordon A. Bloom ◽  
Jordan S. Lefebvre
Keyword(s):  
Thematic Analysis ◽  
Teaching Methods ◽  
Lessons Learned ◽  
Mentoring Relationships ◽  
Technology Barriers ◽  
Online Platform ◽  
Mentoring Relationship ◽  
Traditional Mentoring ◽  
The Relationship ◽  
Practical Implications

The purpose of this study was to examine mentor and mentee perceptions of the viability of a pilot e-mentoring programme for U.S. lacrosse (USL) coaches. Twelve mentees and 12 mentors were paired into dyads, met at a national coaching convention, and were directed to continue their mentoring relationship for up to 6 months via an online platform. Semistructured postprogramme interviews were conducted with four mentors and six mentees at the conclusion of the mentoring relationships. Interviews were transcribed verbatim and analysed via thematic analysis. Results showed that mentors and mentees experienced many of the benefits, barriers, and advantages found in traditional mentoring and e-mentoring relationships. Of interest were three key findings in which trust and respect was quickly experienced by participants, equity within the relationship created collegiality, and technology barriers limited effective teaching methods. Based on the results, practical implications for e-mentoring programmes are presented.

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