Mentoring as a learning tool: enhancing the effectiveness of an undergraduate business mentoring program

D’Abate, Caroline P.; Eddy, Erik R.

doi:10.1080/13611260802433692

Cited by 39 publications

(42 citation statements)

References 70 publications

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“…They show conflicting results for approaches to the pairing process. Some studies of mentor pairs formed by a program coordinator achieved satisfactory relationships (D'Abate and Eddy 2008;Boice 1992a;Ragins et al 2000), while other studies demonstrated that participant input into the pairing process was preferable (Viator 1999;Ragins and Cotton 1999;Allen et al 2006). In a program where the coordinator matched mentors and mentees based on informal knowledge and biographical data about participants, mentors were extremely satisfied with the pairing process (D'Abate and Eddy 2008).…”

Section: Pairing In Mentoring Programs: Previous Studiesmentioning

confidence: 99%

Looking for Professor Right: mentee selection of mentors in a formal mentoring program

Bell

Treleaven

2010

High Educ

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Abstract:Finding a suitable mentor is crucial to the success of mentoring relationships. In the mentoring literature, however, there is conflicting evidence about the best ways to support the pairing process in organisational mentoring programs. This paper presents a detailed analysis of the pairing process in an academic mentoring program that has implications for building a mentoring culture in higher education. The program which began with a pilot and has continued for five years with one hundred and twenty one participants, was conducted with mentees selecting their own mentor from a pool of mentors who volunteered to be part of the program. In the pilot program, where mentors and mentees first met as one group, some mentees reported that the process of selecting and approaching a mentor was uncomfortable and intimidating. Nine of twenty-three potential mentees did not form mentoring relationships. Analysis of subsequent program evaluation data pointed to the importance of two factors in the pairing process: personal connections and facilitation of the selection process. This study at a research-intensive university demonstrates that when the pairing process is tailored to individual mentees, they are comfortable selecting a mentor and to then develop a successful mentoring relationship.

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Section: Pairing In Mentoring Programs: Previous Studiesmentioning

confidence: 99%

Looking for Professor Right: mentee selection of mentors in a formal mentoring program

Bell

Treleaven

2010

High Educ

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“…En relación a las cuestiones profesionalizantes, el 35,4% de los profesores, afirmó abordarlas, siempre o casi siempre, frente al 11,8% de los estudiantes. Este bajo porcentaje de respuesta contrasta con los resultados de otros estudios en los que se alcanzaron valores muy superiores (13) , sobre todo, si se tiene en cuenta la importancia de las tutorías en la preparación de los estudiantes y futuro profesional en el mercado laboral (3)(4)(5)(6)(7)24) . En cuanto a la práctica asistencial, el 46,4% de los profesores afirmó abordarlas, siempre o casi siempre, frente al 20,2% de los estudiantes, con resultados similares al de otros estudios.…”

Section: Discussionunclassified

“…La tutoría se puede definir como "un proceso orientador, que desarrollan de manera conjunta profesor y estudiante, sobre aspectos académicos, profesionales y personales, con la finalidad de establecer un programa de trabajo que favorezca la confección y diseño de la trayectoria más adecuada a la carrera universitaria escogida" (3) . Diversos autores han centrado sus estudios en la orientación que deben tener las tutorías, planteando que estas deberían estar dirigidas hacia aspectos académicos, profesionales y personales (4)(5)(6) . Otros desde una visión más amplia consideran que deberían dirigirse al desarrollo integral -intelectual, profesional y humano-y social de los estudiantes universitarios (7,8) .…”

Section: Introductionunclassified

Opiniones de profesores y estudiantes de enfermería respecto al contenido de las tutorías

Guerra-Martín

Lima‐Serrano

Lima-Rodríguez

2016

eglobal

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RESUMENObjetivos: Comparar opiniones de profesores y estudiantes de enfermería de la Universidad de Sevilla (España) sobre las cuestiones abordadas en las tutorías, e identificar preferencias temáticas de los estudiantes.Método: Se aplicaron cuestionarios previamente validados a 181 profesores y 1015 estudiantes. Se realizó análisis descriptivo y bivariante apoyado en SPSS 18.0 (p<0,05) y para la pregunta sobre preferencias temáticas de los estudiantes, se realizó un análisis cualitativo apoyado en ATLAS.ti 6.Resultados: 56,7% profesoras, edad media 46,8 años. 77,3% alumnas, edad media 21,4 años. 93,4% profesores y 63,2% de estudiantes afirmaron abordar cuestiones académicas, y 62,4% y 36%, respectivamente, sobre cualquier tema (p<0,05). Se observaron diferencias favorables a los profesores con formación en tutorías (p<0,05). Los de mayor grado académico y tiempo completo abordaron más cuestiones académicas y universitarias mientras que los de menor grado académico y tiempo parcial las asistenciales (p<0,05). Hubo 868 comentarios sobre preferencias temáticas de los estudiantes, subrayando los temas académicos (62,4%) y los profesionalizantes (18,2%). Conclusión:Las características sociodemográficas y la formación previa sobre tutorías del profesorado influyen en el abordaje temático en la tutoría. Es importante dar a conocer las opiniones de estos colectivos y fomentar la formación del profesorado en este tópico.

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“…These aspects contribute to the role-modelling trainees may receive and the degree of satisfaction with their mentors (Blake-Beard et al, 2007;D'Abate and Eddy, 2008;Wanberg et al, 2006).…”

Section: Careful Matching Of Trainees Training Firms and Mentorsmentioning

confidence: 99%

“…This may positively influence feelings of acceptance and competence, enhance self-efficacy in pursuing goals and result in satisfaction with their mentors/ colleagues and their work (Allen and Eby, 2007;D'Abate and Eddy, 2008;Higgins and Kram, 2001;Rawaswami and Dreher, 2007;Wanberg et al, 2006).…”

Section: Providing Psychosocial Supportmentioning

confidence: 99%

Constituent aspects of workplace guidance in secondary VET

Swager

Klarus

Merriënboer

et al. 2015

European Journal of Training and Development

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(2015),"Exploring shared and distinctive aspects of coaching and mentoring approaches through six disciplines", European Journal of Training and Development, Vol. For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. Design/methodology/approach -To identify constituent aspects of workplace guidance, a systematic search of Web of Science was conducted, focussing on mentoring literature, research on institutional socialization tactics and research on didactical interventions and their effects. Findings -The model interprets workplace learning as a relational and integrated process of participation, acquisition, guidance and social interaction. Psychosocial support, structure-providing interventions and didactical interventions are discussed as essential components of guidance. How these components are enacted is influenced by the characteristics of training firms and their employees' readiness to provide guidance. This makes guidance an intrapersonal process. Workplace guidance is also an interpersonal process in which the agencies of employees mediate the relationship between guidance and interaction, and the agencies of trainees mediate the relationship between, on the one hand, participation and acquisition and, on the other hand, social interaction. Originality/value -Integrated models of what constitutes good workplace guidance are rare. To fill this gap, this paper highlights constituent aspects of workplace guidance and brings them together in an integrated model. The model can help mentors/employees choose effective interventions to improve workplace learning.

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Mentoring as a learning tool: enhancing the effectiveness of an undergraduate business mentoring program

Cited by 39 publications

References 70 publications

Looking for Professor Right: mentee selection of mentors in a formal mentoring program

Looking for Professor Right: mentee selection of mentors in a formal mentoring program

Opiniones de profesores y estudiantes de enfermería respecto al contenido de las tutorías

Constituent aspects of workplace guidance in secondary VET

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