A survey of mentor relationships in academe

Taylor, Laurie

doi:10.1016/8755-7223(92)90117-h

Cited by 35 publications

(19 citation statements)

References 8 publications

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“…), while others were conducted to explore mentorship across multiple organizations (Vogt , Butler , Rawl & Peterson , Taylor , Torsella , Short , Sullivan , Turnbull & Roberts , Horat , Turnbull , Chung & Kowalski , Lupinacci , Specht , Bohlender ). Only four studies compared the experiences of those who were mentored to those who were not mentored (Butler , Taylor , Torsella , Specht ). Survey studies ( n = 19) measured cross‐sectional outcomes without comparing pre‐ and post‐mentorship data.…”

Section: Resultsmentioning

confidence: 99%

Mixed methods systematic review exploring mentorship outcomes in nursing academia

Nowell

Norris

Mrklas

et al. 2016

Journal of Advanced Nursing

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Section: Resultsmentioning

confidence: 99%

Mixed methods systematic review exploring mentorship outcomes in nursing academia

Nowell

Norris

Mrklas

et al. 2016

Journal of Advanced Nursing

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“…Formal mentoring accounts for about twenty percent of all workplace mentoring relationships (Chao, Walz & Gardner, 1992;Taylor, 1992). It is used to enhance organizational development (Noe, 1988) and employee recruitment and retention (Zey 1988).…”

Section: Formal Mentoring and The Workplacementioning

confidence: 99%

An Evaluation of Formal Mentoring Studies and a Model for their Improvement

Morzinski

Fisher

1996

Evaluation Practice

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New employees often learn an organization's unwritten rules— the "ropes"—through one-on-one relationships with workplace colleagues or mentors. Increasingly, organizations are implementing mentoring programs to foster supportive work relationships—and evaluators are being called on to assess them. This paper presents a systematic literature review of mentoringtype program evaluations and reveals wide gaps in what published studies report. The complex and long-term nature of mentoring programs presents unique challenges to evaluators. To meet these challenges we suggest an evaluation model that attends to local audience needs and addresses four evaluation stages: (1) context evaluation, for assessing needs, objectives and organizational support; (2) design evaluation, to assess mentor and protege characteristics, the process for pairing the mentor and protege, the program duration, activities and recognition/ rewards for participants; (3) implementation stage evaluation, to monitor activities, feedback and revisions; and (4) product evaluation, to assess systematically the planned and unplanned outcomes that consist of program reactions, learning, behavior change, and impact.

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“…Academic nurse-administrators generally believed that others should have one or more mentors to be successful. Taylor (1992) also looked at nurse academics and mentoring and commented on the importance of mentoring for nursing as a relatively new discipline competing for recognition and acceptance in academe. This same comment could be made regarding teacher education which was formerly in the CAE system and, like nursing, has recently moved into the Australian tertiary setting.…”

Section: Value Of Mentoringmentioning

confidence: 99%

Mentoring amongst academics in Australia: A case study

Madison¹,

Knight²,

Watson³

1993

Aust. Educ. Res.

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A descriptive case study explored the general characteristics of mentoring relationships and the effects of these relationships amongst academics. An adult developmental theoretical framework was utilised in researching the problem statement, developing the survey instrument and analysing the data. The sample selection consisted of the 551 academics from Lecturer A to Professor at one Australian university. Positive survey responses supported the literature that describes a variety of significant favourable developments as a result of mentoring relationships. The majority of the respondents found the mentoring experience valuable for the mentee. Increased self-confidence was indicated most frequently as a positive change. Recommendations included several areas that warrant future research. Mentoring in Australia, particularly in academia, needs further study. Enhancing formal and informal mentoring relationships in the academic setting seems important.

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A survey of mentor relationships in academe

Cited by 35 publications

References 8 publications

Mixed methods systematic review exploring mentorship outcomes in nursing academia

Mixed methods systematic review exploring mentorship outcomes in nursing academia

An Evaluation of Formal Mentoring Studies and a Model for their Improvement

Mentoring amongst academics in Australia: A case study

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