scholarly journals Measurement of Mentoring Program Outcomes

2020 ◽  
Author(s):  
Mark Douglas Morgan
Keyword(s):  
Mixed Methods ◽  
Employee Engagement ◽  
Career Success ◽  
Quantitative Methods ◽  
Qualitative Studies ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Program Outcomes ◽  
Personal Learning ◽  
Professional Exposure

The purpose of this research study was to investigate how mentoring is measured and assessed in the workplace by reviewing and synthesizing qualitative, quantitative and mixed methods studies that appear in the professional literature. Mentoring programs are common practice in the workplace. The one-on-one nature of a formal mentoring program creates outcomes that benefit the protégé throughout their career in three ways: onboarding, retention at an organization, and career advancement. However, mentoring programs are expensive, both in terms of direct monetary cost and the time it takes to complete the tasks associated with mentoring, making measurement of outcomes critical for organizations. The primary question of this study was: how do organizations assess the outcomes of mentoring programs? There were three sub-questions that will provide the details to the primary question: what are the assessed outcomes of mentoring programs; what quantitative measures and scales do organizations use to assess mentoring programs; how do organizations qualitatively assess mentoring programs? The study was conducted using a systematic multiple studies review (MSR) to answer the research questions. The researcher followed the seven steps of the MSR process as outlined by Petticrew and Roberts (2006). The researcher used the systematic process to narrow an initial search result of 4,795 articles down to the final twenty which included qualitative, quantitative and mixed methods research written between 2012 and 2018 about outcomes of participants in formal mentor programs in the business environment. The key results found during this study were that organizations have measured mentor program outcomes by focusing on seven key themes: career resilience, career success, employee engagement, mutual development, personal learning, protégé satisfaction and professional exposure. Of those themes, the most measured outcome themes by quantitative methods were career success, professional exposure and personal learning. Qualitative assessment in the studies used in this MSR focused on career success and mutual development. Fifteen of the seventeen qualitative studies in this MSR measured outcomes of mentoring by survey of the protégé and/or mentor. The remaining two qualitative studies measured outcomes by extant data. Both qualitative studies assessed mentoring outcomes via interview. The mixed methods study used both interview and survey. The desired benefits and the expense of formal mentoring programs show the importance of evaluating the outcomes. This MSR shows that mentoring can be evaluated successfully using quantitative methods, especially by survey, and qualitatively, especially by interview. When determining what to evaluate, an organization needs to consider which outcomes to focus on then align their study to those specific themes, as the studies in this MSR have modeled. Rather than focusing on only the quality of the mentoring experience or satisfaction with mentoring, evaluation should focus tying the mentoring experience to outcomes like job satisfaction, level of employee engagement, and adjustment to new job environments to show the organizational impact of a formal mentor program.

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.

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).

A Generative Sequential Mixed Methods Approach Using Quantitative Measures to Enhance Social Constructionist Inquiry

2021 ◽  
pp. 155868982098627
Author(s):  
Diego Romaioli
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Quantitative Methods ◽  
Maslach Burnout Inventory ◽  
Well Being ◽  
Social Constructionist ◽  
Social Scientists ◽  
Mixed Methods Approach ◽  
Qualitative And Quantitative Methods ◽  
Sequential Mixed Methods

In order to enhance core mixed methods research designs, social scientists need an approach that incorporates developments in the social constructionist perspective. This work describes a study that aimed to promote occupational well-being in hospital departments where employees are at risk of burnout, based on a constructionist inquiry developed starting from the Maslach Burnout Inventory. Taking this study as an example, we define a “generative sequential mixed methods approach” as a process that involves consulting quantitative studies to identify criticalities on which to conduct focused, transformative investigations. The article contributes by envisaging ways to mix qualitative and quantitative methods that consider a “generative” and “future-forming” orientation to research, in line with recent shifts in social psychology.

scholarly journals Quality of reporting in chiropractic mixed methods research: a methodological review protocol

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Peter C. Emary ◽  
Kent J. Stuber ◽  
Lawrence Mbuagbaw ◽  
Mark Oremus ◽  
Paul S. Nolet ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Quantitative Methods ◽  
Data Extraction ◽  
Reporting Quality ◽  
Health Care Research ◽  
Quality Of Reporting ◽  
Methodological Review ◽  
Chiropractic Research

Abstract Background Mixed methods designs are increasingly used in health care research to enrich findings. However, little is known about the frequency of use of this methodology in chiropractic research, or the quality of reporting among chiropractic studies using mixed methods. Objective To quantify the use and quality of mixed methods in chiropractic research, and explore the association of study characteristics (e.g., authorship, expertise, journal impact factor, country and year of publication) with reporting quality. Methods We will conduct a systematic search of MEDLINE, EMBASE, CINAHL, and the Index to Chiropractic Literature to identify all chiropractic mixed methods studies published from inception of each database to December 31, 2020. Articles reporting the use of both qualitative and quantitative methods, or mixed qualitative methods, will be included. Pairs of reviewers will perform article screening, data extraction, risk of bias with the Mixed Methods Appraisal Tool (MMAT), and appraisal of reporting quality using the Good Reporting of A Mixed Methods Study (GRAMMS) guideline. We will explore the correlation between GRAMMS and MMAT scores, and construct generalized estimating equations to explore factors associated with reporting quality. Discussion This will be the first methodological review to examine the reporting quality of published mixed methods studies involving chiropractic research. The results of our review will inform opportunities to improve reporting in chiropractic mixed methods studies. Our results will be disseminated in a peer-reviewed publication and presented publicly at conferences and as part of a doctoral thesis.

scholarly journals DINAMIKA PENALARAN MORAL REMAJA YANG MENGIKUTI MENTORING AGAMA ISLAM DI KOTA BANDA ACEH

2021 ◽  
Vol 5 (2) ◽  
pp. 195
Author(s):  
Vera Nova ◽  
Ida Fitria ◽  
M Reza Rifki
Keyword(s):  
Moral Reasoning ◽  
Religious Education ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Research Subjects ◽  
Moral Orientation ◽  
One Year ◽  
Collection Methods ◽  
Banda Aceh

This study aims to determine the dynamics of moral reasoning among adolescents who take part in the Islamic mentoring program in Banda Aceh. This study used a case study qualitative approach involving six research subjects from 3 high schools in Banda Aceh who had participated in Islamic mentoring for more than one year. The data collection methods used was interviews, observation and FGD. The data analysis used is thematic analysis. The results of this study shows that the moral reasoning of six research subjects has been at the level of post conventional moral reasoning, social contract orientation stage of legality and moral orientation with universal ethical principles. Dynamic moral reasoning in the six subjects is formed from several factors, namely religious education from parents, religious education in schools especially the mentoring programs, curriculum and mentoring implementation methods, length of time for implementing mentoring, mentoring environment, and continuity of mentoring or length of time following mentoring. 

scholarly journals Predictors and Consequences of Veterans Affairs Mental Health Provider Burnout: Protocol for a Mixed Methods Study

10.2196/18345 ◽  
2020 ◽  
Vol 9 (12) ◽  
pp. e18345
Author(s):  
Kara Zivin ◽  
Jennifer Kononowech ◽  
Matthew Boden ◽  
Kristen Abraham ◽  
Molly Harrod ◽  
...  
Keyword(s):  
Mental Health ◽  
Mixed Methods ◽  
Patient Outcomes ◽  
Primary Care Physicians ◽  
Quantitative Methods ◽  
Expert Panel ◽  
Veterans Affairs ◽  
Mixed Methods Study ◽  
Mental Health Provider ◽  
Health Administration

Background In the Veterans Health Administration (VHA), mental health providers (MHPs) report the second highest level of burnout after primary care physicians. Burnout is defined as increased emotional exhaustion and depersonalization and decreased sense of personal accomplishment at work. Objective This study aims to characterize variation in MHP burnout by VHA facility over time, identifying workplace characteristics and practices of high-performing facilities. Methods Using both qualitative and quantitative methods, we will evaluate factors that influence MHP burnout and their effects on patient outcomes. We will compile annual survey data on workplace conditions and annual staffing as well as productivity data to assess same and subsequent year provider and patient outcomes reflecting provider and patient experiences. We will conduct interviews with mental health leadership at the facility level and with frontline MHPs sampled based on our quantitative findings. We will present our findings to an expert panel of operational partners, Veterans Affairs clinicians, administrators, policy leaders, and experts in burnout. We will reengage with facilities that participated in the earlier qualitative interviews and will hold focus groups that share results based on our quantitative and qualitative work combined with input from our expert panel. We will broadly disseminate these findings to support the development of actionable policies and approaches to addressing MHP burnout. Results This study will assist in developing and testing interventions to improve MHP burnout and employee engagement. Our work will contribute to improvements within VHA and will generate insights for health care delivery, informing efforts to address burnout. Conclusions This is the first comprehensive, longitudinal, national, mixed methods study that incorporates different types of MHPs. It will engage MHP leadership and frontline providers in understanding facilitators and barriers to effectively address burnout. International Registered Report Identifier (IRRID) PRR1-10.2196/18345

scholarly journals «Vi vil børste vekk asken, men holde liv i ilden.» En kvalitativ studie av et mentorprogram for unge idrettsledere1

2020 ◽  
pp. 207-230
Author(s):  
Birthe Kåfjord Lange ◽  
Hans Erik Næss
Keyword(s):  
Qualitative Interviews ◽  
Leadership Skills ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Sports Management ◽  
Leadership Qualities ◽  
Personal Strengths ◽  
Sporting Culture ◽  
Pros And Cons ◽  
The One

Norwegian sports today are characterized on the one hand by a need to innovate organizationally and rethink current practices, and on the other hand to respect national traditions and values of sporting culture. This dual responsibility poses a particular challenge to sports leaders of tomorrow. Whereas other studies have examined sports management education or sports leadership qualities as solutions to this challenge, this chapter examines the potential of a mentoring program to improve leadership skills. It draws upon qualitative interviews with participants, mentors and organizers of the 2019/2020 Mentor Program for Young Sport Leaders offered by the Norwegian Federation of Sports (NIF) and the Norwegian Association of Student Sports (NSI). Our findings reveal that this program enables young sports leaders to become more aware of their personal strengths and weaknesses. At the same time, the transfer value they represent to the organization is conditioned by prior experience, attendance motives and mentee-mentor relations. Consequently, this program reproduces known pros and cons found in earlier research on mentoring programs, yet offers something new in the sense that it allows young leaders to be part of the solution to issues in Norwegian sports by defining the relevant problems.

Mentoring dyads in higher education: It feels lucky, but it's more than luck

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Angela Fitzgerald ◽  
Noeleen McNamara
Keyword(s):  
Higher Education ◽  
Academic Community ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Formal Mentoring ◽  
Content Type ◽  
Body Of Knowledge ◽  
Self Study ◽  
Formal Mentoring Programs ◽  
Formal Mentoring Program

PurposeThe purpose of this paper is to explore the formation, maintenance and sustenance of a mentoring dyad in higher education. By investigating the reflections of a female mentor and mentee, who both engaged in a formal Mentoring Program, the intention is to inform the design of future programs and expectations of participants, enhance the quality of future practice and understand the benefits mentoring might offer to the academic community.Design/methodology/approachThe researchers utilised a self-study research design to explore their reflections of a mentoring dyad in higher education. The project was informed by a personal–constructivist–collaborative approach, with participants maintaining journals throughout the partnership. These reflections were then compared in order to understand the perceptions of the participants as their relationship developed.FindingsSix themes emerged from the analysis representing the mentoring dyad experience under three categories: (1) forming – making the match, (2) maintaining – flexibility, responsiveness, and persistence, and (3) sustaining – desire to not disappoint and reciprocal learning.Research limitations/implicationsWhile this paper focuses on the experiences of two participants, the in-depth nature of this exploration draws out significant practical considerations that can be applied to the development and/or reinvigoration of formal mentoring programs and/mentoring dyads in other contexts.Originality/valueThese unique insights into their mentoring dyad over a significant period of time add to this dynamic body of knowledge. This study gives voice to female academics and lays bare their vulnerability and openness in sharing their lived experiences of participating in a formal mentoring program.

Informal community spaces, mentoring and representation: unpacking factors that influence African American engineering undergraduates

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anu Tuladhar ◽  
Carin Queener ◽  
Joi-Lynn Mondisa ◽  
Chinedum Okwudire
Keyword(s):  
African American ◽  
Undergraduate Students ◽  
Student Development ◽  
Mentoring Programs ◽  
Mentoring Relationships ◽  
Sample Population ◽  
Mentoring Program ◽  
Content Type ◽  
Informal Community ◽  
Community Spaces

PurposeIn this article, we examine the experiences of African American engineering undergraduate students who participated in two student–faculty mentoring programs. This work provides critical insights about important factors that enhance students' experiences in higher education (e.g. the need for informal community spaces, mentoring and representation).Design/methodology/approachUsing a sequential explanatory mixed-methods approach, participants were surveyed and interviewed about their experiences in the mentoring programs. Data were analyzed using basic statistical methods and thematic analysis.FindingsFindings indicate that students prosper in informal community spaces, where representation allows them to build mentoring relationships that are fostered naturally through common identities in a shared space.Research limitations/implicationsGiven the intimate size of the program, the sample population was limited.Practical implicationsTo benefit student development, mentoring program practices should consider dedicating funding and space for students and faculty of shared racial backgrounds and lived experiences to meet informally.Originality/valueThis work identifies explicit mentoring program factors that support the development of minoritized students in engineering.

Gendered Social-Networking Organizations

2017 ◽  
pp. 1326-1352
Author(s):  
Ben Tran
Keyword(s):  
Career Development ◽  
Social Networking ◽  
Psychosocial Support ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Upper Management ◽  
Development Support ◽  
Organizational Longevity ◽  
Historical Coverage ◽  
The U.S

Research has consistently documented that women are disproportionately represented in upper management and in positions of power and still continue to dominate traditionally female occupations. Hence, recognizing that effective efforts needs to be made to assist women in their career development, many organizations have adopted mentoring programs to address gender differences in advancement without having a grounded plan. Organizations often do so out of competing for and achieving organizational longevity, organizational competitive advantage, or for legal accommodations for marketing purposes. Organizations often implement mentoring program(s) with the goal of having mentors provide mentees with psychosocial support, career development support, sponsorship and coaching, setting up challenging assignments, fostering positive visibility, and protecting the mentee from adverse forces. Hence, the purpose of this article will be on mentorship (brief historical coverage and definition), stereotypes of gendered advancement based on gender, and cross-gender mentorship in the U.S.

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