Factors and Outcomes Associated with Mentoring among Health-Care Professionals

Koberg, Christine S.; Boss, R. Wayne; Goodman, Eric A.

doi:10.1006/jvbe.1997.1607

Cited by 152 publications

(112 citation statements)

References 33 publications

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“…12,19,22 Behavior management and analysis takes an "A, B, C" approach: antecedents, behaviors, and consequences. Antecedents are those events or incidents that occur prior to the development of some concept or action.…”

Section: Learning Organizationsmentioning

confidence: 99%

“…We are encouraging a paradigm shift from this traditional dyad model of mentoring to a triad model: organization, mentor, and protégé. 22,27 The traditional dyad mo del limits the protégés exposure to a single perspective and information source. There may also be a significant shortage of senior mentors in an organization, limiting the number of dyads that can be developed.…”

Section: Shift For Successmentioning

confidence: 99%

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Mentoring for the New Millennium

Walker

Kelly

Hume³

2002

Medical Education Online

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Abstract:The challenges and benefits of a formal mentoring program are considered within the context of learning organizations: specifically, graduate medical education and professional development. While no single definition addresses every aspect of mentoring, this process is a distinct one with established traditions and expectations. The core requirements of attraction, action and affect remain and are essential for this adult developmental process to be successful. This paper's review of the literature supports the belief that mentoring has value, even into the next millennium, with some conceptual evolution. We are encouraging a paradigm shift from the traditional dyad model of mentoring to a triad model: organization, mentor, and protégé. The future development of outcome measures will be a necessary goal to demonstrate that both personal and organizational goals can coexist.

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Section: Learning Organizationsmentioning

confidence: 99%

Section: Shift For Successmentioning

confidence: 99%

Mentoring for the New Millennium

Walker

Kelly

Hume³

2002

Medical Education Online

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“…A mentor can find career enrichment in the form of improved job performance, productivity increases, enhanced sources of information, a broader network, expanded technical/managerial/ interpersonal skills, unexpected recognition in the organization, a more motivated staff, as well as the good feelings (i.e., psychic rewards) of helping others and being energized by a protégé's fresh perspective (Allen & Eby, 2003;Allen, Poteet, & Burroughs, 1997;Domeyer, 1999;Eby & Lockwood, 2005;Hezlett & Gibson, 2007;Hunt & Michael, 1983;Kram, 1985;Levinson et al, 1978;Mullen, 1994;Mullen & Noe, 1999;Noe, 1988;Ragins & Scandura, 1999). Protégés, of course, can benefit from improved job performance, increased job satisfaction and organizational commitment, a stronger skill/knowledge set, more confidence, a broader perspective, more understanding of the field/industry/job, higher pay, and faster promotions (Allen et al, 2004;D'Abate, 2009;Dreher & Ash, 1990;Koberg, Boss, & Goodman, 1998;Mullen, 1994;Noe, 1988;Scandura, 1992). But what surprises some is that the benefits of mentoring can far exceed the mentor or the protégé-the organization can benefit as well.…”

Section: Benefits Of Mentoringmentioning

confidence: 99%

Storytelling in Mentoring: An Exploratory, Qualitative Study of Facilitating Learning in Developmental Interactions

D’Abate

Alpert²

2017

Sage Open

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In the hushed darkness of a chilly night, a fire truck carrying six men rolled toward its Brooklyn firehouse. They had just finished up at a women's shelter, where steam wisping from an iron had set off an alarm. Not much to it . . . for Jordan Sullivan, another 15 hour shift was unspooling without what he so eagerly awaited. A fire. In his 96 days in the field as a firefighter, a probie out of the Fire Academy-the Rock, as it's familiarly known-it had not happened. Around the firehouse, the veterans continually swapped fire stories. That was how they both taught and regaled one another, and the stories were good ones. He could not contribute. He hadn't had a fire (Kleinfield, 2014, p. A1).Mentors are all around us. In our own lives-both professional and personal-they help us set goals, navigate difficult situations, overcome challenges, develop skills, and learn the ropes. But how is it that mentors impart their wisdom? How do they act on the influence they have? What do they say to inspire and role model for their protégés? Those questions about how mentors actually mentor are at the heart of the current research.Mentoring relationships are central themes in many forms of popular culture and literature.

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“…Thus, mentoring assistance was studied in terms of agreement on mentoring quality assessment, as well as on the assessment criteria, between the mentor and the mentee . Mentoring was also viewed from the perspective of the mentor's and the mentee's compatibility with each other (Koberg, Boss & Goodman, 1998). A number of studies were dedicated to the gender-based issues of mentoring.…”

Section: Mentoring As An International Practicementioning

confidence: 99%

Special Aspects of Using a Mentoring Approach to Training Public Relations Specialists

Kyrychok¹

2016

Adv Educ

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This article presents the peculiarities of using mentoring approach to training public relations (PR) specialists. It includes a historiographical overview of the best practices related to the specifics of using mentoring in education. Based on the literature review, it proves that the use of a mentoring approach to training PR specialists has certain peculiarities and advantages. This paper provides the results of the study in the form of an online survey. Participants were practitioners and teachers working in the PR field. They had to answer questions related to the methodology of PR professional training at universities. Based on the data obtained, the main issues of mentoring assistance in preparing PR specialists have been discussed. The key methodological aspect of using mentoring assistance in PR training is using a pedagogical model "show-tell-do". This article covers general recommendations on integrating the mentoring approach into the process of PR specialist training at the university.Keywords: public relations; education; mentoring; professional competencies; training model. IntroductionObtaining education in public relation (PR) training is currently rather popular with young people. On the one hand, there is a considerable demand for the specialists in this field on the labour market; on the other hand, there is a problem of contemporary education programmes being inadequate to current labour market requirements. The Ministry of Education of Ukraine issues some requirements to the professional training of students. Subsequently, the university designs the educational system so as to train specialists of the appropriate level, required by the government and the relevant field, using a competency-based approach to education. However, this algorithm is very often violated, which results in the training system being inadequate to the labour market requirements, as the problem of low competence of specialists in a certain field arises. Thus, it is of great importance to optimise PR specialist training programs as well as determine the approaches to developing the professional competencies in PR students. In our opinion, the mentoring approach to PR specialist training can be integrated into the education system. In this paper, we aim to prove the effectiveness of implementing the mentoring approach in training PR specialists at higher educational institutions.

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Factors and Outcomes Associated with Mentoring among Health-Care Professionals

Cited by 152 publications

References 33 publications

Mentoring for the New Millennium

Mentoring for the New Millennium

Storytelling in Mentoring: An Exploratory, Qualitative Study of Facilitating Learning in Developmental Interactions

Special Aspects of Using a Mentoring Approach to Training Public Relations Specialists

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