Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Thesis (M. Com.(Human Resource Management))--University of Pretoria, 2000.

Thesis (M.S. in Management)--Naval Postgraduate School, March 2003. / Thesis advisor(s): George W. Thomas, Kenneth W. Thomas. Includes bibliographical references (p. 153). Also available online.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Tema og problemstilling: Individuell utvikling og støtte er i dag høyt verdsatt. Spesielt i arbeidslivet har dette betydning og får anerkjennelse. Mentoring er en måte å legge opp til slik individuell utvikling. Denne formen for å utvikle og støtte individet har de senere årene blitt mer og mer brukt. Mentoring er en håndsrekning fra en som kan og vil, til en som har behov for en håndsrekning. En definisjon jeg støtter meg til, er da; "...off-line help from one person to another in making significant transitions in knowledge, work or thinking." (Clutterbuck og Megginson 1995 i Clutterbuck 2004 s. 12). Fokuset i oppgaven retter seg mot hvilket utbytte mentee har, og hvordan mentoringen oppleves av mentee. Problemstillingene lyder slik; Hvordan oppleves arbeidsforberedende mentoring av mentee, og hvordan står arbeidsforberedende mentoring i forhold til mer tradisjonell mentoring? Metode og kilder: For å belyse disse problemstillingene har jeg gjort en kvalitativ intervjustudie av et mentoringprogram for kvinnelige sivilingeniørstudenter ved NTNU. Det er gjort fem intervjuer. Menteene er i ferd med å avslutte studiet og skal bevege seg ut i arbeidslivet. I denne sammenheng får de muligheten til å søke om en mentor, som er tidligere student ved studiet og har operert i arbeidslivet i mange år. Det teoretiske rammeverket omfatter teorier rundt mentoring. Teorien forsøker i all hovedsak å skape en kontekst for det aktuelle programmet. Slik håper jeg å kunne sette mentoringprogrammet inn i en eksisterende teoretisk ramme og vise eventuelle fordeler og ulemper. Teoretikere som blir aktivt brukt er Clutterbuck, Mathisen og Kvalsund. Clutterbuck gir meg en helhetlig tilnærming til mentoring som passer mentoringprogrammet. På samme tid hjelper Mathisen og Kvalsund meg å utdype og komplimentere enkeltområder. Teorien er utelukkende knyttet til mentorprogrammet og resultatene. De er altså valgt for å belyse programmet fremfor å utfordre det. Forberedende mentoring: Jeg har altså endt opp med å kalle dette for forberedende mentoring. Resultatene viser at forskningsdeltakeren snakker om et vesentlig utbytte av programmet. De har selv lagt stor vekt på den støtten de har fått. Mye av utbyttet de tar med seg kommer da i form av mindre usikkerhet i møtet med arbeidslivet. På samme tid snakker de positivt om det nettverket dette gir de muligheten til å være en del av, allerede før de trer inn i jobb. Et spennende funn er også hvor lite menteene vet om mentors utbytte av dette samarbeidet. Vil mer åpenhet på dette området ha noen innvirkning? Jeg føler også at jeg får frem viktigheten av å ha en helhet når det kommer til mentoring. Jeg mener altså et sterkt fokus bør være rettet mot å være oppmerksom på alle sidene med mentoring. Dette betyr blant annet at det må være individuelt tilpassede opplegg for å dekke de ulike menteenes behov. Til slutt konkluderer jeg med at det innenfor dette programmet eksisterer et stor usikkerhetsmoment. Menteene har ingen mulighet til daglig å erfare hva de snakker om under mentoringen. Hvordan påvirker dette menteenes faktiske utbyttet? / Subject and research questions: Individual development and support is today highly valued. Especially in the working life this has meaning and is appreciated. Mentoring is one way to start this kind of individual development. This form of development and support has been more and more used during the last years. Mentoring is offering a helping hand, by someone who wants and is willing to, to someone who needs a handout. A definition I lean on, is; "...off-line help from one person to another in making significant transitions in knowledge, work or thinking." (Clutterbuck & Megginson 1995 in Clutterbuck 2004 p. 12). The focus of this project is mentees outcome, and how mentoring is experienced by the mentee. The research questions asked in this thesis are; how is workpreparatory mentoring experienced by the mentee, and how stands workpreparatory mentoring against more traditional forms for mentoring? Methods and references: To expose this research questions have I done a qualitative interview study on a mentoring program for women who graduates as engineers at NTNU. I have done five interviews. The mentees are in the final stages of their graduation and are preparing to start their carrier. In this phase they get the opportunity to have a mentor, who earlier was a student in the same study program and have been operating in the business for many years. The theoretical framework includes theories about mentoring. This part tries somehow to make up a context for the mentoring program studied in this project. In this way, I want to place this mentoring program into an existing theoretically frame, and discuss possible benefits and disadvantages. Theorists like Clutterbuck, Mathisen and Kvalsund is used. While Clutterbuck contributes to an overall approach to mentoring, Mathisen and Kvalsund helps me to elaborate and compliment some areas. The theory is exclusively attached to the mentoring program and the results. They are chosen intentionally to expose the program, rather than to challenge it. Preparatory mentoring: I’ve ended up calling this concept preparatory mentoring. The results show that the informants have had a significant outcome of the program. The support they experienced was given great focus. A smaller amount of uncertainty in the meeting with life of work has been a big part of the mentees profit. Another interesting discovery is how little the mentees know about mentor’s outcome of the cooperation. Would openness about this issue have any effect? I also feel that the importance of viewing mentoring as a whole, is presented trough these results. A great amount of focus should be directed at awareness on all sides of mentoring. Among other things, this will implicate that individual plans should cover the mentees individual needs. At last I conclude that this program have an element of uncertainty. The mentees have no existing possibility in their everyday life to actually experience what they discuss in the mentoring program. I then wonder how this affects their actual outcome.

The benefit of mentoring as a strategy to improve workplace learning has been proclaimed in business and educational research literature for the past two decades. This study focused on the characteristics ascribed by proteges to their workplace mentors. This topic has received little serious attention despite the proliferation of research on mentoring. Data were collected from 1,771 Canadians, most of whom were from Vancouver, British Columbia. Initially, 1,011 people encountered in public places, such as markets and shopping centres, completed a pen-and-paper questionnaire in which they were asked to write three words to describe their mentors. One hundred of these words were put into a second questionnaire. This was administered to 760 people in various work settings and training venues. Data were factor analyzed resulting in eight factors: Authenticity, Volatility, Nurturance, Approachability, Competence, Inspiration, Conscientiousness and Hard Working. Standardized scale scores were then calculated from the factors and used to test for differences among various socio-demographic variables. Finally, individual, faceto- face interviews were conducted with 16 proteges in order to explore how these key mentoring characteristics manifested themselves in day-to-day work settings. Irrespective of age, gender or status within their organizations, two-thirds of the respondents reported having mentors. Mentors were most often older than their proteges and more than half reported that their mentors were also their bosses. Three-fifths of these mentors were men. Statistical tests of differences on various socio-demographic variables and the Dimensions Of Mentoring Inventory (DOMI) highlighted differences between the perceptions of women and men proteges about their mentors. Women proteges attributed higher Nurturance scores to mentors than did men, whereas men attributed higher Competence scores to mentors than did women. Most proteges were in single-gender relationships, however the 178 (one-fifth) of respondents in cross-gender relationships showed no differences in characteristics from single-gender relationships. Proteges in management positions attributed higher Competence scores to mentors than those in nonmanagement positions. Mentoring relationships with bosses were reportedly of longer duration, with more bosses aware of their mentoring role than non bosses. Mentor/protege conflict was infrequent, but when it occurred, the mentors were characterized as Volatile and Hard Working. Interviews with 16 proteges yielded vignettes of their mentors as they recounted memorable incidents. Five themes were uluminated through interviews with proteges. The mentors' belief in their protege's capabilities; a desire on the part of proteges to be mentored; timing of the relationship; reciprocity; and affinity. This was a study of mentor characteristics as seen from proteges' points of view. Further studies utilizing confirmatory factor analysis are needed to verify the factor structure of mentor characteristics and to test alternative models. Further investigation into characteristics of mentors, particularly those in the dual role of mentor and boss, and differences in perceptions between women and men are advisable.

The process of mentoring is well developed in many environments, but is still being explored within the world of sport coaching (Jones et al., 2009). In this study, the characteristics of mentoring were explored through observation and interviews with three hockey coach mentors, with the purpose of discovering what characteristics are present in mentor coaches and the ideal aspects of mentoring relationships in coaching. The three main themes that emerged from the data were mentoring characteristics (technical and personal), sources of coaching knowledge (tangible and intangible) and the mentorship experience (ideal experience and identified barriers). The results of the study recognize knowledge of the game, approachability and communication as key characteristics of a mentor, and acknowledge that the ideal mentoring relationship allows for observation and questions from the mentor who provides the protégé with information to enhance the decision making process. A mentoring model of coaching is proposed.

The benefits of mentoring as an effective way of being guided and advanced have been recognized and cultivated in business and other male dominated fields for decades. The purpose of this study was to analyze the concept of mentoring as it applies to nurse leaders to determine what mentoring characteristics are ranked highest among nurse leaders and to determine if nurse leaders that have been mentored are more likely to mentor. The theoretical framework for this study was the developmental theory of Erik. H. Erikson.A convenience sample of 303 Sigma Theta Tau Chapter Presidents were surveyed. The Darling Measuring Mentoring Potential Scale (MMP), a demographic sheet, and a cover letter were mailed. The MMP consists of sub-scales of 14 characteristics of mentors. The sample consisted of 196 (65%) respondents. The procedures for the protection of human subjects were followed. A comparative descriptive research design was utilized. Descriptive statistics (means, frequencies) and paired t-tests were used to analyze the data.Findings revealed 167 (85%) had been mentored and 29 (14.8%) had not. The large majority (162 or 97%) had been mentored by another nurse and 133 (79.6%) had experienced multiple mentors. Of the 14 characteristics of the MMP, Model was rated highest (95%.2) while Envisioner, Investor, Supporter and Idea-Bouncer were rated between 82.6% and 88.9%. Further findings revealed 157 (94%) of the respondents believed they are more likely to become mentors due to having been mentored. Paired t-tests examining the difference in means between perceptions of characteristics of mentor and perceptions of self as a mentor revealed a significant difference (p<.05) for Supporter and Challenger. A significant difference (p<.01) was found for Model, Investor and Teacher-Coach.Conclusions indicated the majority of Sigma Theta Tau leaders have been mentored and that the overwhelming majority found the experience positive. Mentoring plays a key role in leadership development and career satisfaction. Mentor characteristics need to be formally addressed in basic nursing education, hospital staff development programs, and management training programs. The body of knowledge regarding the process of mentoring for all nurses needs to be expanded. / School of Nursing

The purpose of the study was to compare the mentoring expectations of graduate nurses at the the beginning and end of a prescribed orientation program. Benner's (1984) From Novice to Expert theory was used as the theoretical framework for the study. The instrument utilized was a revised version of Darling's (1984) Measuring Mentoring Potential Scale.A convenience sample of 41 (82%) graduate nurses working in critical care environments of four hospitals in the Indianapolis Metropolitan are and surrounding counties was obtained. Procedures for the protection of human subjects were followed.The design was descriptive comparative and a T-test was used to analyze the data. Common themes regarding the respondents' perceptions of mentoring were identified through analysis of open-ended questions.Findings of the study indicated that the role of Supporter, Model, and Teacher-Coach were the characteristics rated highest in priority by the respondents at the beginning of orientation. The role of Model, Supporter, and Feedback-Giver was rated highest in priority at the end of orientation. Common themes of misuse of the mentoring role, improper matching of mentor and mentee, and lack of continuity of the mentoring process were identified through open-ended questions asking the participants to list benefits and concerns regarding mentoring.Pre and post comparison of 14 indicators of mentors indicated significant differences in Teacher-Coach and Standard-Prodder at the p=5.01 level. Investor and Feedback-Giver demonstrated significance differences at the P=-<,.05 level of significance.Implications derived from the study included the validity of using mentoring as a vehicle for unity of the nursing profession. Conclusions from the study were that nurses need consistency in mentoring techniques and proper instruction in the appropriate use of the mentoring role.Recommendations include additional research at all levels of mentoring. The incorporation of mentoring as an established requirement in nursing curriculum should also be studied along with a continuation of current mentoring programs. The education of staff would remain a mandatory component of the programs.The study was significant because it was determined that graduate nurses have an interest in mentoring, therefore providing an accessible and appropriate vehicle for the use of mentoring to fundamentally strengthen the profession. / School of Nursing