The purpose of this study is to develop a generic model for an effective mentorship programme. The definitions of mentors, mentorship and the management of diversity are presented and discussed in the literature. Also discussed are the reasons for implementing a mentorship program in the organization and the advantages and disadvantages of such a program. This is followed by the presentation of the different paradigms of diversity. In addition the relationship between mentorship and the effective management of diversity is discussed. The quantitative as well as the qualitative research methods were followed. A questionnaire, which represents the stages/ aspects of a preliminary mentorship model was created. The content of the preliminary mentorship model (questionnaire items) was created by utilising elements within the literature as well as inputs received from specialists in this field. Lawshe's (1975) method was used to identify which elements in the questionnaire (prelimanary model) were suitable for the final generic model. Eighteen specialists evaluated each of these items (stages/aspects of the mentorship program) and the content validity was determined for each item. These items within the given content validity ration were used as guidelines for the final generic mentorship model. These guidelines, identified for the mentorship model, can be categorised in six categories. Communication, Mentorship Relationship, Personal- and Professional Development, Organisation Participation, Characteristics of a mentor and General. / Thesis (MCom (Human Resources Management))--University of Pretoria, 2004. / Human Resource Management / unrestricted

In spite of progress towards acceptance and inclusion, the LGBTGEQIAP+ community continues to face hostility, discriminatory practices, heterosexism and cissexism, and unwelcoming environments in higher education, particularly in rural areas. In this presentation, counselor educators and a student from a rural area share their experience of creating and participating in an affinity mentorship group for LGBTGEQIAP+ counseling students. In this group, counseling students participate in processing their experiences in higher education and in their clinical work with clients, and receive mentorship from faculty members who identify as LGBTGEQIAP+. A discussion of ethical issues, as well as advocacy efforts to create equitable educational environments will be presented. Attendees will be provided with actionable steps based on the presenter's experience in order to facilitate similar learning environments in their educational settings.

Within this research study, a qualitative phenomenological approach was used to explore the lived experiences of Black master's students (n = 10) who engage in mentorship in CACREP-accredited counselor education programs. The participants in this study represent different ACES regions in the United States, including SACES, NARACES, and NCACES. Six themes were discovered as a result of participants' experiences: (a) impact of mentorship, (b) benefits of mentorship, (c) qualities within mentoring relationships, (d) composition of mentoring relationships, (e) saliency and influence of identity, and (f) barriers to mentorship and program satisfaction. Furthermore, I offer suggestions for increasing support for Black master's students in counseling programs as well as recommendations for supporting the professional and personal development of this population.

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This case study research explores the effects of emotional support on four newly qualified Foundation Phase teachers in their first year of teaching, and how this affects their ability to teach reading. The research is qualitative and draws on data from from four sources to construct and interpret the different experiences of support within a conceptual framework derived from literature on the subject. The literature review is presented in two sections. Section 1 investigates the essential components of a reading programme to establish if the teachers were adequately prepared during pre-service training. Section 2 investigates the effects of support on newly qualified teachers‟ ability to teach. A key theme from Section 2 suggests that appropriate support positively affects first year teachers‟ ability to teach and implement the skills and knowledge acquired during pre-service training. Each teacher kept a journal, completed a questionnaire and was observed and interviewed between April and November 2008. The research draws out themes from the data about the support experienced by the participants during their first year and then correlates these experiences to their teaching of reading. Key findings suggest that these newly qualified teachers perceived themselves to be adequately prepared to teach reading but, without adequate support, they struggled to implement their newly acquired skills and knowledge and resorted to less effective strategies. This research seeks to add to the literature on how to support newly qualified teachers in their first year as a means to improving the teaching of reading in the Foundation Phase. in South African schools.

Student Number : 0301924V - MA dissertation - School of Psychology - Faculty of Humanities / In the field of mentoring the psychological needs of mentors have been given little attention in previous research. The aim of this study is to analyse mentors’ psychological needs within a corporate environment. The research approach is exploratory and was conducted within a qualitative framework. A sample of 5 mentors within the corporate environment was drawn and semi-structured interviews were used to collect the data. Thematic content analysis was applied to report and summarise the data and Covey’s (1989) four dimensions of human functioning (mental, social-emotional, physical and spiritual) was used to categorise mentor needs. The key findings of the study from a mental perspective indicate that mentors identified continuous and experiential learning as a method for continual mental growth. Further mentor training was recommended by the mentors to assist in addressing their mental needs and help them to improve their time-management skills. Mentors’ social-emotional needs focused around the need for a supportive social network from significant others to maintain a state of well-being. The ability to be understanding, to be good listeners and the ability to set appropriate boundaries within the mentoring relationship were identified by mentors as emotional skills (needs) that they would like to improve. From a physical needs perspective, all the mentors revealed an awareness of the need to stay healthy in various ways. Every mentor stated that he/she was affected by stress and that it manifested in different ways, however, the mentors were satisfied with the resources provided by their organisation for their health and well-being. From a spiritual perspective, mentors experienced satisfaction from assisting in others’ growth, suggesting a need for engaging with and learning from others.

The literature indicates that serving as a preceptor for new nurse graduates can be challenging and stressful without proper training in this role. Many organizations appoint preceptors without providing training and support for the role, which negatively impacts both the new nurse and the preceptor. Evidence shows that a preceptor workshop can cultivate the knowledge and skills needed to train and precept new nurse graduates. Further, there is evidence that preceptorship programs ease new graduates' transition to practice, increase employee satisfaction, and improve the quality of care provided to clients. The purpose of this developmental project was to develop a preceptor workshop to prepare registered nurses to serve in the capacity of preceptors within a local agency to ease the transition for new nurse graduates into practice, increase employee satisfaction, increase retention rates, and promote higher quality of care within organizations. The preceptor workshop proposed in this project incorporates Watson's caring theory, Benner's novice-to-expert model, and Wright's domain-specific competency assessment model. These theoretical frameworks served to guide the curriculum and design of an eight-module workshop. This workshop will be shared with the partnering organization with the recommendation for implementation and evaluation within the next year. Development of an effective training program for preceptors will result in positive social change by improving outcomes for preceptors, preceptees, the organization, and the clients. Implementing this workshop will have a positive impact on the quality of care provided to clients within the organization by the affects on retention rates, satisfaction, and transition to practice.

Using a staff development approach, this doctor of nursing practice project addressed the preparation of nurses who serve in the role of mentors. Developed and carried out in an American Nurses Credentialing Center Magnet-designated hospital, the primary aim of the project was to develop and implement a staff education program for mentors focusing on best-practice strategies for mentoring new nurses. The secondary purpose was to conduct a literature review on evidence-based practice strategies for mentoring new nurses. This project was guided by Knowles' adult learning theory and Benner's novice to expert model. A 2-hour education program was attended by 16 registered nurses, including 2 assistant nurse managers, 12 clinical nurses, and 2 unit-educators. A program evaluation was completed showing 2 RNs indicating interest in initiating a unit-based mentorship program. Two nursing units reported current mentorship programs already in place. Evaluation results were summarized and reported to the education council chair. Improvements in knowledge scores on mentorship was ascertained from the results of a posttest that were higher (average score of 83.125%) than the scores noted on the pretest (average score of 70%). Potential implications of the project include improving the morale of mentors who would be well equipped through organized mentorship education programs with tools for preparing, training, and developing new nurses. The findings of this project have the potential to positively influence social change by assisting in achieving higher nurse retention rates leading to improved patient outcomes.

As of 2015, over 34% of emerging adults in the United States between 18 and 34-years-old were still living with their parents or guardians, and prior research has suggested this trend was steadily growing. The current study examined contextual factors, such as an individual's state of well-being during this transitional phase, to determine what, if any, variables may also be contributing to this issue. Both Adlerian theory and social exchange theory were used as the theoretical foundation to better understand how to mitigate this phenomenon. Amazon MTURK was used to recruit 336 participants who completed the survey. A series of MANOVAs and chi-square analyses were used to test for the relationship between the failure to launch phenomenon, wellness, and moderating effects of mentorship in this study. The results showed a significant, although weak, relationship between financial dependence and wellness factors of coping self (p = 0.034) and social self (p = 0.026). The presence of and frequency of contact with mentors significantly predicted successful launching (p = 0.001). Mentorship was not found to be related to wellness factors nor did it moderate the relationship between such factors and failure to launch. The findings implied mentorship was a potential mitigating factor to the failure to launch phenomenon. The positive implications include personal, familial, and societal growth for this population as they successfully transition to independent adulthood.

The purpose of this study was to explore the concept of mentoring amongst administrative women in higher education from an appreciative perspective. In 1985, Kathy Kram published her book on mentoring entitled, Mentoring at Work. This seminal work provided an initial body of knowledge that helped scholars conceptualize mentoring and encouraged a proliferation of research, in what was then an emerging topic for academic inquiry. However, twenty years after Kram advanced her understandings of mentoring, Chandler and Kram (2005) reported that [t]o date, multiple definitions of a mentor have been advanced, but researchers in the field have not unconditionally accepted any specific one (p. 5).<p> Mentoring has suffered from a lack of definitional and conceptual clarity. This lack of clarity has hampered research efforts and rendered research vulnerable to criticism. This lack of clarity has also made implementation of mentoring programs difficult with respect to whom or what exactly is providing the benefit.<p> This study explored the concept of mentoring through focus groups with administrative women in higher education. The study was conducted within a qualitative paradigm, adapting elements from the work on grounded theory by Corbin and Strauss (2008). Focus groups were used to gather the data, with the questions based on the appreciative inquiry method. The worldview underlying the methodological orientation and study design is best described as constructionist. A constructionist worldview assumes that knowledge is constructed as persons explain or try to make sense of their experiences in the context of conversing with others.<p> I anticipated the findings of this study would be significant to mentoring research in three ways. In the study, I addressed the lack of definitional and conceptual clarity of mentoring that have presented academic and practical challenges; I employed a methodological orientation and study design that focused on understanding the participants recollected experiences of relationships that have worked; and the population of interest (administrative women in higher education) was one that had been understudied in mentoring research.<p> In addition to my academic interest in mentoring I was intrigued by the myth behind mentoring. References to the mythical figure, Mentor, in Homers Odyssey abound and yet two important points about Mentor have gone largely unnoticed. First Mentor was actually a woman. Mentor was Athena. That Mentor embodied both male and female characteristics may be interpreted to suggest that features of both sexes are necessary to mentoring. The second point is that Mentor was only one of the disguises Athena wore in order to provide advice and guidance to Odysseus, Penelope, and Telemachus. The second point may be interpreted to suggest that it takes more than one kind of person or relationship to provide the full range of support that an individual requires over the course of their career. It was my hope that this study would help reconcile the myth of Mentor with the reality of mentoring.