Mentoring program practices and effectiveness

Johnson, Amy W.; Sullivan, Judith A.

doi:10.1002/ace.36719956606

Cited by 10 publications

(13 citation statements)

References 2 publications

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“…One possible answer is that participation in these mentoring programmes did not result in the anticipated positive outcomes. From the research we know that the positive effects of mentoring on the criterion 'school success' are very difficult to demonstrate (Johnson & Sullivan, 1995). Jacobi (1991), basing his findings on a literature survey, observed that it is unclear whether mentoring contributes to educational success, and if there is a relationship between participation in a mentoring programme and school success, it is unclear how this relationship comes about.…”

Section: Introductionmentioning

confidence: 94%

Mentoring in Dutch vocational education: an unfulfilled promise

Meijers¹

2008

British Journal of Guidance & Counselling

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Between 1998 and 2002 an estimated 250 mentoring programmes were started in Dutch secondary vocational education in order to decrease motivational problems and drop-out rates, especially among youngsters from ethnic minorities. Currently there are only two schools in secondary vocational education that include mentoring as part and parcel of their system of guidance and counselling. The vast majority of mentoring programmes do not run for more than two years. The main reason for this seems to be the absence of a vision of mentoring that explains how and why it works Á a vision that is shared by mentors, teachers and school managers. In this article, data presented from four different case studies on mentoring in Dutch vocational education showed that the absence of a shared vision resulted in vague, often contradictory, and conflicting perspectives and actions taken by all parties involved in the mentoring scheme. In fact, because no synergy existed, the mentoring programmes had a marginal position in schools and disappeared as soon as external funding stopped.

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Section: Introductionmentioning

confidence: 94%

Mentoring in Dutch vocational education: an unfulfilled promise

Meijers¹

2008

British Journal of Guidance & Counselling

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“…Although converse outcomes have also been identified (e.g., Johnson & Sullivan, 1995; Keating, Tomishima, & Foster, 2002; Roberts, Liabo, Lucas, DuBois, & Sheldon, 2004), positive interpersonal relationships with extrafamilial adults have received growing attention and empirical support in recent years as a protective influence in the lives of youth, especially in the United States (cf. Grossman & Rhodes, 2002; Herrera, Sipe, & McClanahan, 2000).…”

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confidence: 99%

An Ecological Framework for Evaluating Relationship‐Functional Aspects of Youth Mentoring¹

Chan

2008

J Applied Social Pyschol

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The present research examined what is necessary to make youth mentoring effective. Central to the discussion is mentee–mentor relationship quality in relation to program effectiveness. Data were drawn from an ongoing youth mentoring program organized in Hong Kong using a conceptual framework derived from ecological psychology to guide analysis. Data analysis followed a multistage process. Quantitative factor analysis was computed to identify the principal components of the mentee–mentor relationship. Then, to explore subjective meanings of the quantitative findings, in‐depth interviews were conducted with 48 mentees who were randomly selected from the respondents. Further statistical associations and qualitative categorizations were conducted with this subsample to examine the complex relations between the relationship outcomes and the program (functional) outcomes.

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“…An extensive orientation programme emphasizing the development of realistic expectations, stating responsibilities for the mentor, establishing criteria for duration and frequency of contacts, and training of mentoring skills should be conducted for mentors. Johnson and Sullivan (1995) alluded that training is vital if a mentoring programme is to be successful, as the mentoring role does not come naturally. 4.…”

Section: Resultsmentioning

confidence: 98%

“…Literature reveals that training is important if the programme is to be successful; some type of training is vital as the mentoring role does not come naturally (Johnson & Sullivan, 1995;Stott & Walker, 1992). The training given to mentors is to familiarize them with both the overall goals of the mentoring programme and the techniques of mentoring (Zey, 1993).…”

Section: Mentoring In Educationmentioning

confidence: 98%

Student mentoring in higher education: Hong Kong Baptist University

Lee¹,

Bush²

2003

Mentoring & Tutoring: Partnership in Learning

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There is a developing interest in mentoring in the educational system in Hong Kong, especially in higher education. Mentoring is looked at as a retention and enhancement strategy for undergraduate education. With the setting up of a mentoring system during the freshmen year, it is hoped that student retention can be increased and academic achievement can be promoted. The study aims to find out the current mentoring practices carried out at the Hong Kong Baptist University. Results are based upon quantitative data collected from 456 students and 79 faculty members engaging in the mentoring programme of the University Life Programme at the university in 1998. The author also conducted insight interviews into the student-mentor relationship and the problems encountered by mentors. The study focuses upon students' perspectives of an 'effective' mentor. The implications for resources are discussed as part of a review of the mentoring programme at the university.

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Mentoring program practices and effectiveness

Abstract: A study of fifteen mentoring programs and a close examination of the Sponsor‐A‐Scholar program offer insights into the design and effectiveness of mentoring programs for at‐risk young adults, the components of a model program, and comprehensive program evaluations.

Cited by 10 publications

References 2 publications

Mentoring in Dutch vocational education: an unfulfilled promise

Mentoring in Dutch vocational education: an unfulfilled promise

An Ecological Framework for Evaluating Relationship‐Functional Aspects of Youth Mentoring¹

Student mentoring in higher education: Hong Kong Baptist University

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Mentoring program practices and effectiveness

Abstract: A study of fifteen mentoring programs and a close examination of the Sponsor‐A‐Scholar program offer insights into the design and effectiveness of mentoring programs for at‐risk young adults, the components of a model program, and comprehensive program evaluations.

Cited by 10 publications

References 2 publications

Mentoring in Dutch vocational education: an unfulfilled promise

Mentoring in Dutch vocational education: an unfulfilled promise

An Ecological Framework for Evaluating Relationship‐Functional Aspects of Youth Mentoring1

Student mentoring in higher education: Hong Kong Baptist University

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An Ecological Framework for Evaluating Relationship‐Functional Aspects of Youth Mentoring¹