The Impact Of Mentor Training On Seventh-Day Adventist Senior Pastors And Interns Participating In A Formal Mentoring Program

2001 ◽  
Author(s):  
Walton A. WILLIAMS
Keyword(s):  
Seventh Day Adventist ◽  
Mentoring Program ◽  
Senior Pastors ◽  
Mentor Training ◽  
Formal Mentoring ◽  
The Impact ◽  
Formal Mentoring Program

scholarly journals Mentoring Matters in Workplace: The Impact of Formal Mentoring Program on EFL Instructors’ Performance at ELI, King Abdulaziz University, Saudi Arabia

2020 ◽  
Vol 13 (4) ◽  
pp. 140
Author(s):  
Aishah Khojah ◽  
Fariha Asif
Keyword(s):  
Teacher Development ◽  
English Language ◽  
Mentoring Program ◽  
Structured Interviews ◽  
Cross Culture ◽  
Formal Mentoring ◽  
King Abdulaziz University ◽  
English Language Institute ◽  
The Impact ◽  
Formal Mentoring Program

An unprecedented acceleration in globalization, cross-culture integration and intensified innovation are a few elements that have triggered the need for availability of mentoring as the professional identity of any institution of higher learning. It has got the status of a foundation stone of mutual accomplishments between universities in the provision of teacher development. Therefore, this research study was carried out to evaluate the experiences of faculty members who participated in a formal mentoring program organized by the English Language Institute (ELI) at King Abdulaziz University (KAU) from 2017 to 2019. In this mixed-method study, a questionnaire and semi-structured interviews were used to gather data in order to respond to questions connected to the effectiveness of the mentoring program for mentors and mentees. The study particularly sought to discover the character of the work issues discussed and the worth judged by participants as emerging from their contribution to a programmed mentoring correlation. Data analysis transpired that mentoring promoted all of those who participated in the program. The study concluded that mentoring could assist in constructing capability in two ways: featured and standardized mentoring of trainee teachers through overt mentoring practices, and demonstrating and deconstructing teaching methods and practices for mentors' pedagogical progression. This study emphasizes the worth and value of the formal mentoring program as a valued and fitting professional development approach. 

Thriving vs surviving: benefits of formal mentoring program on faculty well-being

2019 ◽  
Vol 8 (4) ◽  
pp. 378-396 ◽  
Author(s):  
Shanna Marie Stuckey ◽  
Brian Todd Collins ◽  
Shawn Patrick ◽  
Kathleen S. Grove ◽  
Etta Ward
Keyword(s):  
Comparative Method ◽  
Well Being ◽  
Mentoring Program ◽  
Underrepresented Minority ◽  
Structured Interviews ◽  
Formal Mentoring ◽  
Content Type ◽  
Indirect Benefits ◽  
The Impact ◽  
Formal Mentoring Program

Purpose The purpose of this paper is to describe current challenges faced by women and underrepresented minority faculty members, the benefits of mentoring programs, conceptual frameworks that highlight a wellness model and mentoring relationships and the findings from a mixed methods evaluation of a formal mentoring program (EMPOWER) that highlights the indirect benefits of such a program and the impact on faculty well-being. Design/methodology/approach This study was based on grounded theory, in which analysis was ongoing as data were collected and a variety of methods were used to building understanding. Measures included a survey and semi-structured interviews and focus groups. The thematic analysis of qualitative data was conducted utilizing the constant comparative method. Descriptive statistics were calculated for quantitative data. Findings Findings focus on the indirect benefits of EMPOWER including creation of a safe space, continued relationships between mentees and mentors, networking benefits, acculturation to the campus and a better understanding of organizational politics and how these can positively impact faculty well-being. Originality/value The benefits of this formal mentoring program, and the impact on faculty well-being, are important to acknowledge, understand and share with the broader research community and other institutions of higher education.

Mentoring dyads in higher education: It feels lucky, but it's more than luck

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Angela Fitzgerald ◽  
Noeleen McNamara
Keyword(s):  
Higher Education ◽  
Academic Community ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Formal Mentoring ◽  
Content Type ◽  
Body Of Knowledge ◽  
Self Study ◽  
Formal Mentoring Programs ◽  
Formal Mentoring Program

PurposeThe purpose of this paper is to explore the formation, maintenance and sustenance of a mentoring dyad in higher education. By investigating the reflections of a female mentor and mentee, who both engaged in a formal Mentoring Program, the intention is to inform the design of future programs and expectations of participants, enhance the quality of future practice and understand the benefits mentoring might offer to the academic community.Design/methodology/approachThe researchers utilised a self-study research design to explore their reflections of a mentoring dyad in higher education. The project was informed by a personal–constructivist–collaborative approach, with participants maintaining journals throughout the partnership. These reflections were then compared in order to understand the perceptions of the participants as their relationship developed.FindingsSix themes emerged from the analysis representing the mentoring dyad experience under three categories: (1) forming – making the match, (2) maintaining – flexibility, responsiveness, and persistence, and (3) sustaining – desire to not disappoint and reciprocal learning.Research limitations/implicationsWhile this paper focuses on the experiences of two participants, the in-depth nature of this exploration draws out significant practical considerations that can be applied to the development and/or reinvigoration of formal mentoring programs and/mentoring dyads in other contexts.Originality/valueThese unique insights into their mentoring dyad over a significant period of time add to this dynamic body of knowledge. This study gives voice to female academics and lays bare their vulnerability and openness in sharing their lived experiences of participating in a formal mentoring program.

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.

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