scholarly journals How to Effectively Mentor Junior Faculty?

2014 ◽  
Vol 8 (1) ◽  
pp. 92-96
Author(s):  
Hoi Ho ◽  
Blanca Garcia ◽  
German T Hernandez ◽  
Gurjeet S Shokar
Keyword(s):  
A Priori ◽  
Junior Faculty ◽  
Reciprocal Relationship ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Academic Expectations ◽  
Faculty Mentoring ◽  
Mentoring Relationship ◽  
Traditional Mentoring ◽  
Goals And Objectives

ABSTRACT In the current era of decreased funding for teaching and research, academic centers are increasingly focused on clinical productivity. The lack of structured mentoring programs along with increasing clinical demands has led to unrealistic academic expectations for physician faculty. Faculty mentoring is a dynamic reciprocal relationship for both the mentor and mentee to work closely in developing a professional and productive academic partnership. Both mentor and mentee are equally important in achieving a rewarding mentoring partnership. There are fundamental guidelines for the mentor and the mentee to follow to ensure the desired outcomes. Traditional mentoring relationship is strictly voluntary without a defined commitment from either party. However, outcome-driven mentoring relationship is a structured process in which specific goals and objectives are well-defined, and in which the mentoring progresses and feedback are closely monitored. Much information about faculty mentoring is derived from the mentoring of basic scientists. In contrast, there is a paucity of well-designed studies on mentoring of physician faculty. The effectiveness of mentoring programs was traditionally measured by subjective feedback, unlike outcomesdriven mentoring which uses objective measures based on a priori defined outcomes. Although individual faculty members must assume responsibility for their own academic development, their institution is obligated to provide an effective mentoring program to aid the faculty in accomplishing their assignments and advancing in their career development. How to cite this article Garcia B, Hernandez GT, Shokar GS, Ho H. How to Effectively Mentor Junior Faculty? Donald School J Ultrasound Obstet Gynecol 2014;8(1):92-96.

Talking to the mentees: exploring mentee dispositions prior to the mentoring relationship

2018 ◽  
Vol 7 (4) ◽  
pp. 296-311 ◽  
Author(s):  
Z.W. Taylor ◽  
Victoria G. Black
Keyword(s):  
Reciprocal Relationship ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Program Outcomes ◽  
Content Type ◽  
Non Profit ◽  
For Profit ◽  
Mentoring Relationship ◽  
The Usa ◽  
Peer Community

Purpose The purpose of this paper is to explore how postsecondary mentoring programs address mentee dispositions prior to the mentee entering the reciprocal relationship, particularly which mentee dispositions are valued across mentoring program types, including peer, community-to-student, faculty-to-student and faculty-to-faculty programs. Design/methodology/approach This study employed quantitative content analysis to examine 280 institutional US postsecondary mentoring websites across four different institution types (public, four-year; private, four-year, non-profit; private, four-year, for-profit; public, two-year) and four different mentoring program types (peer or student-to-student, community-to-student, faculty-to-student and faculty-to-faculty programs). Grounded coding strategies were employed to generate these four mentoring program types, supported by extant research (Crisp et al., 2017). Findings Of 280 mentoring programs, 18.6 percent articulated mentee dispositions prior to entering the reciprocal relationship. When mentoring programs did address mentees, most programs articulated mentor duties aligned with mentee expectations (47.5 percent of programs) and program outcomes for mentees (65.7 percent of programs) rather than what the mentee can and should bring into a reciprocal relationship. Research limitations/implications This study is delimited by its sample size and its focus on institutional website content. Future studies should explore how mentoring programs recruit and retain mentees, as well as how website communications address the predispositions and fit of mentees within different types of mentoring programs. Practical implications This study provided evidence that many postsecondary mentoring programs in the USA may not be articulating programmatic expectations of mentees prior to the mentoring relationship. By failing to address mentee predispositions, mentoring programs may not be accurately assessing their mentor’s compatibility with their mentees, potentially leading to unproductive mentoring relationships. Originality/value This study affirms extant research (Black and Taylor, 2017) while connecting mentor- and coaching-focused literature to the discussion of a mentee dispositions scale or measurement akin to Crisp’s (2009) College Student Mentoring Scale and Searby’s (2014) mentoring mindset framework. This study also forwards an exploratory model of mentoring program inputs and outputs, envisioning both mentor and mentee characteristics as fundamental inputs for a mentoring program rather than traditional models that view mentors as inputs and mentee achievements as outputs (Crisp, 2009; Searby, 2014).

scholarly journals Can e-mentoring take the "gender" out of mentoring?

2013 ◽  
Vol 7 (2) ◽  
Author(s):  
Brittany V. Rockwell ◽  
Joanne D. Leck ◽  
Catherine J. Elliott
Keyword(s):  
Mentoring Programs ◽  
Future Research ◽  
Mentoring Program ◽  
Leadership Roles ◽  
Mentoring Relationship ◽  
Organizational Advancement ◽  
Gender Biases ◽  
Traditional Mentoring ◽  
Personal Level ◽  
Formal Mentoring Programs

Mentoring has been identified as a key strategy for career development and organizational advancement, and has been argued to be indispensable for women to succeed. E-mentoring has increased in popularity as a means of reducing some of the challenges associated with being mentored by men. Numerous studies conducted on formal mentoring programs have concluded that there are serious implications to consider in traditional cross-gendered mentoring schemes. A sample of six mentees and seven mentors (three female and four male) were interviewed after a year-long e-mentoring program was created to promote women to leadership roles within the Information Technology (IT) sector. The paper explores whether gender-biases encountered in traditional mentoring schemes are transcended when using an e-mentoring platform. Results from this qualitative study suggest that mentor gender still impacts the mentoring relationship even in a virtual environment. The study’s findings indicated male mentors tended to be more methodological in solving problems with their mentees, unlike female mentors who took a more indirect approach. Further, female mentors improved their mentee’s confidence through encouragement and relating to their mentee on a more personal level, a practice often avoided by their male counterparts. A summary of these findings is provided below, followed by a detailed discussion of the results and a section offering possible future research avenues to explore.

scholarly journals Onboarding The Faculty: A Model For Win-Win Mentoring

2014 ◽  
Vol 8 (1) ◽  
pp. 7-22 ◽  
Author(s):  
Susan Eisner
Keyword(s):  
Higher Education ◽  
Career Success ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Faculty Mentoring ◽  
Secondary Literature ◽  
Academic Settings ◽  
Regional College ◽  
Education Academic ◽  
Workplace Setting

Literature finds mentoring to be a substantive, enduring practice in widespread arena, and among the attributes associated with career success and satisfaction. This paper provides a tangible mentoring model that has been operational for several years, and which applies what the literature proscribes to higher education academic settings. The Faculty Mentoring Program (FMP) this paper describes was created by the faculty at an AACSB-accredited School of Business at a mid-sized public regional college as the School anticipated transitions attendant to that accreditation. FMP objectives are consistent with those of mentoring programs interested in optimizing performance and satisfaction of new entrants in any workplace setting, and the reviewed secondary literature establishes and indicates the transferability of FMP core planks to other workplace settings. The phases used to operationalize, assess, and revise that FMP are reported along with strategies used to optimize its reception, impact, and outcomes should that be helpful to those considering if such a construct might be beneficial to pursue in their own settings.

Using Mobile Communication Technology in Student Mentoring

2006 ◽  
pp. 680-685
Author(s):  
Jonna Häkkilä ◽  
Jenine Beekhuyzen
Keyword(s):  
Information Technology ◽  
Mobile Phones ◽  
Information Exchange ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Message Service ◽  
Computing Skills ◽  
Traditional Mentoring ◽  
Global Information Society ◽  
It Education

Information technology (IT), computer science, and other related disciplines have become significant both in society and within the field of education. Resulting from the last decades’ considerable developments towards a global information society, the demand for a qualified IT workforce has increased. The integration of information technology into the different sectors of every day life is increasing the need for large numbers of IT professionals. Additionally, the need for nearly all workers to have general computing skills suggests possibilities for an individual to face inequality or suffer from displacement in modern society if they lack these skills, further contributing to the digital divide. Thus, the importance of IT education has a greater importance than ever for the whole of society. Despite the advances and mass adoption of new technologies, IT and computing education continually suffers from low participant numbers, and high dropout and transfer rates. This problem has been somewhat addressed by introducing mentoring programs (von Hellens, Nielsen, Doyle, & Greenhill, 1999) where a student is given a support person, a mentor, who has a similar education background but has graduated and is employed in industry. Although the majority of these programs have been considered successful, it is important to note that it is difficult to easily measure success in this context. In this article, we introduce a novel approach to mentoring which was adopted as part of an ongoing, traditional-type mentoring program in a large Australian university. The approach involved introducing modern communications technology, specifically mobile phones having an integrated camera and the capability to make use of multimedia messaging services (MMS). As mobile phones have become an integrated part of our everyday life (with high adoption rates) and are an especially common media of communication among young people, it was expected that the use of the phones could be easily employed to the mentoring program (phones were provided for the participants). Short message service (SMS), for example text messaging, has become a frequently used communication channel (Grinter & Eldridge 2003). In addition to text, photo sharing has also quickly taken off with MMS capable mobile phones becoming more widespread. The ability to exchange photos increases the feeling of presence (Counts & Fellheimer, 2004), and the possibility to send multimedia messages with mobile phones has created a new form of interactive storytelling (Kurvinen, 2003). Cole and Stanton (2003) found the pictorial information exchange as a potential tool for children’s collaboration during their activities in story telling, adventure gaming and for field trip tasks. Encouraged by these experiences, we introduced mobile mentoring as part of a traditional mentoring program, and present the experiences. It is hoped that these experiences can affirm the legitimacy of phone mentoring as a credible approach to mentoring. The positive and negative experiences presented in this article can help to shape the development of future phone mentoring programs.

scholarly journals Mentoring for Medical Undergraduates - Feedback from Mentees (Need For Training of Mentors)

2012 ◽  
Vol 2 (3) ◽  
pp. 151-158
Author(s):  
Lingaraj Jayalakshmi ◽  
Komala Devi Sampath Damodar ◽  
Prathiba Nadig
Keyword(s):  
Program Evaluation ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Medical Sciences ◽  
Undergraduate Medical Students ◽  
Mentoring Relationship ◽  
Medical Institutions ◽  
Feedback Questionnaire ◽  
Medical Undergraduates ◽  
One Year

Objective: The need for mentoring of undergraduate medical students has been well perceived and  several medical institutions have started the practice of setting up mentoring programs. Program evaluation  is  essential  in establishing an effective mentoring program. With  students being the core of the program, their expectations from the program needs due consideration to analyze the outcome efficacy of the program. This  study was done as  part of program  evaluation to analyze  the opinion of mentees  on  impact of  mentoring  and on  mentee-mentor relationship. The aim was to use the input of this feedback to improve  the conduction of the program for the next batch of students. Material & Methods: A mentoring program was started for 150 1stM.B.B.S students . After one year a  feedback questionnaire with 15 likert type items  and  4 open ended questions was  given.  The questions were pertaining to  process , outcome of program  and  mentor-mentee relationships. Two  of the  open ended questions were based on concept of negative mentoring.  125 students gave  feedback voluntarily. Results: 85% of mentees   agreed upon the  need for mentoring for all students. Majority felt that mentoring had only helped in academics and not in improving behavior. More than 50%  agreed  that mentors should be   involved in personal aspects besides academics. Responses   to open ended questions has well expressed their expectations from  mentors and perceived  lacunae . There was  a clear perception on the  need for quality in  mentoring. Their responses  has also given us a list  of causes  for discordant  mentor-mentee relationship,  majority of  which can be rectified by training mentors. Conclusion: Feedback from students after implementing a mentoring program can be considered  very  essential  for effective mentoring. The feedback  has exposed the need   to have  good  mentors who can build a satisfying trustworthy mentoring relationship. Training for  mentors can be an effective solution and  should be a part of the mentoring program early during the planning phase. DOI: http://dx.doi.org/10.3126/ajms.v2i3.4807 Asian Journal of Medical Sciences 2 (2011) 151-158  

scholarly journals Experiences and Needs of Multicultural Youth and Their Mentors, and Implications for Digital Mentoring Platforms: Qualitative Exploratory Study

10.2196/15500 ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. e15500 ◽  
Author(s):  
Rebecca Lynn Radlick ◽  
Jelena Mirkovic ◽  
Sarah Przedpelska ◽  
Elanor Halvorsen Brendmo ◽  
Deede Gammon
Keyword(s):  
Youth Development ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Electronic Mentoring ◽  
Mentor Relationships ◽  
Education And Health ◽  
Semistructured Interviews ◽  
Traditional Mentoring ◽  
Adult Mentors ◽  
And Control

Background Mentoring programs (ie, programs that connect youths with adult volunteers) have been shown to improve outcomes across the behavioral, social, and academic domains of youth development. As in other European countries, mentoring programs have few traditions in Norway, where interventions for multicultural youths are usually profession driven and publicly funded. Faced with the risk of disparities in education and health, there is a need to better understand this group’s experiences and requirements relative to mentoring. This would also serve as a basis for designing and implementing digital support. Objective The objective of this study was to gain insight into multicultural youth mentees’ and adult mentors’ experiences and needs in the context of an ongoing mentoring program, how digital support (electronic mentoring) might address these needs, and how such support could be designed and implemented. Methods The study used a qualitative approach, with data from 28 respondents (21 mentees and 7 mentors). In total, 4 workshops with mentees as well as semistructured interviews with mentees and mentors were conducted. The sessions were audio recorded, transcribed, and analyzed thematically. Results In total, 3 main themes were identified from the experiences and needs reported by the mentees and mentors. These included a need for connection, help in achieving goals, and the need for security and control. Subthemes encompassed a desire to socialize with others, balancing the nature of the relationship, paying it forward, building trust, sharing insights and information with peers, goal-oriented mentees and mentors wanting to assist with goal achievement, and the fundamental need for privacy and anonymity in the digital platform. Conclusions The findings of this study are supported by the literature on traditional mentoring, while also offering suggestions for the design of digital solutions to supplement the in-person mentoring of multicultural youth. Suggestions include digital support for managing the mentee-mentor relationships, fostering social capital, and ways of ensuring security and control. Features of existing electronic health apps can be readily adapted to a mentoring program context, potentially boosting the reach and benefits of mentoring.

Positive Value of a Women's Junior Faculty Mentoring Program: A Mentor-Mentee Analysis

2018 ◽  
Vol 27 (8) ◽  
pp. 1045-1053 ◽  
Author(s):  
Mary Lou Voytko ◽  
Natalie Barrett ◽  
Diana Courtney-Smith ◽  
Shannon L. Golden ◽  
Fang-Chi Hsu ◽  
...  
Keyword(s):  
Junior Faculty ◽  
Mentoring Program ◽  
Faculty Mentoring

scholarly journals 3146 Effect of a Junior Faculty Mentoring Program on Confidence in Targeted Academic Skills

2019 ◽  
Vol 3 (s1) ◽  
pp. 68-68
Author(s):  
Elizabeth Kitsis ◽  
Marla Keller ◽  
Aileen McGinn
Keyword(s):  
Medical Center ◽  
Albert Einstein College ◽  
Junior Faculty ◽  
Academic Skills ◽  
Rank Test ◽  
Mentoring Program ◽  
Faculty Mentoring ◽  
Point Scale ◽  
Mean Values ◽  
Confidence Levels

OBJECTIVES/SPECIFIC AIMS: The goal of this study was to evaluate the effect of a junior faculty mentoring program on change in confidence in key academic skills. METHODS/STUDY POPULATION: The Department of Medicine at the Albert Einstein College of Medicine/Montefiore Medical Center enrolled 33 mentees over three years (2015-2018) in a mentoring program that consisted of monthly interactive seminars focused on topics related to building academic careers, works-in-progress, and pairing of each mentee with a mentor. Mentees were asked about their confidence in key academic skills prior to and after completing the program. Confidence levels were assessed on a seven point scale, ranging from 1 (weak) to 7 (strong). Mean confidence levels were compared between pre and post surveys using independent samples t-test. Matching was not accounted for because not all individuals who completed the pre survey also completed the post survey and vice-versa. Of those mentees who completed both pre and post surveys, confidence scores were analyzed using Wilcoxon matched pairs signed rank test, with similar results to those reported here. Each mentoring session was evaluated by those in attendance at the end of each particular session with possible scores of 1 (unsatisfactory) to 5 (excellent). RESULTS/ANTICIPATED RESULTS: On average the mentees had a fair level of confidence in all nine areas assessed at baseline, with the exception of how to get funding (2.4 ± 1.7). Confidence increased in all areas assessed, and except for how to write a paper (p=.05) all represented a significant increase in confidence (Table 1). Evaluations of each of the mentoring sessions were high, with mean values ranging from 4.3 to 4.9 on the five point scale. DISCUSSION/SIGNIFICANCE OF IMPACT: This mentoring program significantly improved mentees’ confidence in identifying their own professional values and goals, as well as knowing how to turn education into scholarship, work with a mentor, integrate work and life, and give a presentation.

scholarly journals FACULTY MENTORING PROGRAMS AT ACADEMIC INSTITUTIONS: A SYSTEMATIC LITERATURE REVIEW AND SUGGESTIONS FOR FUTURE MENTORING PROGRAMS

2020 ◽  
Vol 6 (10) ◽  
pp. 24-30
Author(s):  
Melissa J Houston
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Single Parent ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Faculty Mentoring ◽  
Academic Institutions ◽  
The World ◽  
Clear Link ◽  
Faculty Women

Teaching is the oldest profession in the world. Mentoring program for faculty only began as recently as the 1970’s. While there are many types of mentoring programs, there is a clear need for more mentoring programs as the demographics of faculty have changed. Single parent faculty, women, minorities and foreign faculty need mentoring programs. Research has shown that there is a clear link between mentoring programs and retention of faculty. Furthermore, mentoring programs are needed at academic institutions and this paper explains why they are needed and what types of mentoring programs could be implemented to retain faculty.

Using Mobile Communication Technology in Student Mentoring

2009 ◽  
pp. 1351-1358
Author(s):  
Jonna Häkkilä ◽  
Jenine Beekhuyzen
Keyword(s):  
Information Technology ◽  
Mobile Phones ◽  
Information Exchange ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Message Service ◽  
Computing Skills ◽  
Traditional Mentoring ◽  
Global Information Society ◽  
It Education

Information technology (IT), computer science, and other related disciplines have become signifi- cant both in society and within the field of education. Resulting from the last decades’ considerable developments towards a global information society, the demand for a qualified IT workforce has increased. The integration of information technology into the different sectors of every day life is increasing the need for large numbers of IT professionals. Additionally, the need for nearly all workers to have general computing skills suggests possibilities for an individual to face inequality or suffer from displacement in modern society if they lack these skills, further contributing to the digital divide. Thus, the importance of IT education has a greater importance than ever for the whole of society. Despite the advances and mass adoption of new technologies, IT and computing education continually suffers from low participant numbers, and high dropout and transfer rates. This problem has been somewhat addressed by introducing mentoring programs (von Hellens, Nielsen, Doyle, & Greenhill, 1999) where a student is given a support person, a mentor, who has a similar education background but has graduated and is employed in industry. Although the majority of these programs have been considered successful, it is important to note that it is difficult to easily measure success in this context. In this article, we introduce a novel approach to mentoring which was adopted as part of an ongoing, traditional-type mentoring program in a large Australian university. The approach involved introducing modern communications technology, specifically mobile phones having an integrated camera and the capability to make use of multimedia messaging services (MMS). As mobile phones have become an integrated part of our everyday life (with high adoption rates) and are an especially common media of communication among young people, it was expected that the use of the phones could be easily employed to the mentoring program (phones were provided for the participants). Short message service (SMS), for example text messaging, has become a frequently used communication channel (Grinter & Eldridge 2003). In addition to text, photo sharing has also quickly taken off with MMS capable mobile phones becoming more widespread. The ability to exchange photos increases the feeling of presence (Counts & Fellheimer, 2004), and the possibility to send multimedia messages with mobile phones has created a new form of interactive storytelling (Kurvinen, 2003). Cole and Stanton (2003) found the pictorial information exchange as a potential tool for children’s collaboration during their activities in story telling, adventure gaming and for field trip tasks. Encouraged by these experiences, we introduced mobile mentoring as part of a traditional mentoring program, and present the experiences. It is hoped that these experiences can affirm the legitimacy of phone mentoring as a credible approach to mentoring. The positive and negative experiences presented in this article can help to shape the development of future phone mentoring programs.

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