Made available in DSpace on 2014-06-12T15:07:54Z (GMT). No. of bitstreams: 2 arquivo1601_1.pdf: 1050990 bytes, checksum: d89a3159665cdb488e8d330dc3daf377 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2004 / Mentoria é um tema já estudado há algumas décadas em diversos países. No Brasil a mentoria está em fase inicial de disseminação e por isto há uma escassez de escritos publicados aqui. Este estudo teve como objetivo identificar e descrever as características dos processos de mentoria existentes nas organizações em Pernambuco, na visão dos alunos do MBA Executivo da UFPE, além de verificar as características predominantes do mentor, mentorado e da relação de mentoria. O levantamento de dados foi realizado utilizando-se como instrumento de coleta um questionário. A amostra foi composta de 52 alunos do referido MBA. Aplicou-se a estatística descritiva, o teste das amostras emparelhadas e a análise fatorial para tratamento dos dados. Os resultados indicaram que 92% dos respondentes tiveram pelo menos um mentor em suas vidas e 84% tiveram pelo menos um mentorado. Estes informaram que em uma relação de mentoria bem sucedida deve haver entre o mentor e o mentorado: confiança, empatia, comprometimento, bom relacionamento, autenticidade, feedback e engajamento. O mentor pode ser descrito como alguém confiável, que sabe ouvir, é verdadeiro, sabe expor o que pensa, dá feedback, tem o desejo e sabe compartilhar conhecimento e deseja que o mentorado se desenvolva em sua vida profissional. O mentorado pode ser descrito como: alguém que busca crescer e se desenvolver profissionalmente; sabe ouvir e expor suas dificuldades; confia e dá feedback ao mentor e é responsável com seus compromissos. Nas organizações em Pernambuco caracteriza-se como: um processo de participação espontânea para o desenvolvimento dos empregados, mentores e mentorados de gêneros diferente e um certo nível de obrigatoriedade na participação de relacionamentos de desenvolvimento com o objetivo de proporcionar crescimento pessoal aos empregados

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

In 1983 Merriam published a critical review of mentoring literature. Since that time a preponderance of mentoring literature has continued to flow. The purpose of this study was to expand on Merriam's article with a critical literature review of mentoring literature published since 1983. Additionally, this study built upon Merriam's work by focusing on the dynamics of the mentoring relationship as it applies to career development in the business community. Merriam's four criticisms were reviewed and revealed only minor changes since 1983. The literature review was augmented with interviews in the business community in order to look at how mentoring is currently practiced in the field. The interviews consisted of both open and closed-ended questions, which were qualitatively analyzed. After conducting the interview phase of this study, it became apparent that mentoring is valued and respected within the business community as a career development and succession planning strategy. However, it is also apparent that further research is needed with a larger population of diverse organizations. Additional evaluation of organizational dynamics mentoring program goals needs to be further examined in order to validate the viability of mentoring as a career development resource. A concluding section highlights areas for future research on mentoring. / Master of Science

L’objectif de cette thèse est d’étudier l’accompagnement mentoral vécu par des enseignants- mentors jumelés à des enseignants débutants dans le cadre du Programme d’insertion professionnelle du nouveau personnel enseignant (PIPNPE) au regard d’une conception particulière de la compétence : celle de l’agir compétent de Le Boterf. Cette exploration a été rendue possible en étudiant la nature de l’accompagnement que des mentors prodiguent à leurs mentorés, les défis vécus et les bénéfices ressentis lors de cet accompagnement, leur sentiment d’efficacité quant à leur fonction de mentor ainsi que leurs besoins en matière de préparation, de formation et d’encadrement à l’accompagnement mentoral. L’originalité de la thèse réside dans le fait que peu d’études se sont intéressées à comprendre en profondeur la façon dont est vécu l’accompagnement mentoral du point de vue des enseignants-mentors. En étudiant cet accompagnement sous différentes facettes, cette recherche doctorale offre une vision globale et non fragmentée de l’expérience des mentors. Le choix d’une épistémologie constructiviste et conséquemment d’une méthodologie qualitative a également permis une description riche et détaillée de l’expérience vécue par ces enseignants-mentors. Enfin, l’utilisation du modèle de l’agir compétent, une conception profondément dynamique de la compétence intégrant les dimensions contextuelle, personnelle et sociale de l’accompagnement mentoral comme cadre d’analyse, constitue également un élément novateur de cette thèse. De façon plus précise, la thèse cherche à répondre à la question de recherche suivante : Comment, dans le contexte du PIPNPE, l’agir compétent se manifeste-t-il dans l’accompagnement mentoral vécu par les enseignants-mentors jumelés à de nouveaux enseignants ? Cette recherche, ancrée dans le paradigme interprétatif, a tenté d’obtenir une meilleure compréhension du phénomène étudié à partir de la réalité et des points de vue des participants. L’accompagnement mentoral a donc été étudié selon le point de vue des différents acteurs qui y étaient engagés (mentors, mentorés et experts du PIPNPE). Puisque la recherche se situait dans une dynamique interactive entre le chercheur et les participants et dans un contexte teinté de leurs représentations et de leurs expériences personnelles, une posture interprétative a été adoptée. Plus particulièrement, l’étude de cas portant sur un cas unique, l’accompagnement mentoral d’enseignants-mentors prodigué dans le cadre du PIPNPE, a été employée. Afin de répondre adéquatement aux questions de recherche, onze dyades mentorales (dont dix mentors et dix mentorés jumelés dans le cadre du PIPNPE) ainsi que deux experts associés au PIPNPE ont été recrutés et ont participé à un entretien de recherche individuel semi-dirigé. Afin de diversifier les sources de données, l’analyse de documents sur le PIPNPE et d’un journal de bord a également été effectuée. L’étude a permis, en plus d’approfondir les connaissances sur des thèmes encore peu explorés dans le domaine, d’établir des pistes de réflexion quant à l’élaboration de dispositifs de formation et d’encadrement répondant aux besoins particuliers des mentors et à la façon de maximiser la réussite des programmes de mentorat déjà en place. Par la mise en relation des résultats de la recherche concernant l’expérience d’accompagnement mentoral avec le modèle de l’agir compétent, cette thèse a permis de mieux comprendre les dynamiques derrière la construction de la compétence des enseignants-mentors. Il a donc été possible d’identifier un certain nombre de leviers à propos desquels des décisions peuvent être prises concernant la préparation, la formation, l’encadrement et les ressources à l’accompagnement des enseignants-mentors de même que le contexte dans lequel ils évoluent, pouvant ainsi maximiser le développement de leur compétence.

This applied dissertation was a quantitative, data-mining analysis to determine the effects of mentoring on career advancement after employees participated in a 1-year formal leadership mentoring program. The company in this study developed a formal leadership mentoring program as part of its talent development and succession planning strategy. Company leaders selected mentoring participants from an internal pool of diverse high-potential leaders to participate in the leadership mentoring program. This study implemented a quantitative, data-mining research method technique to analyze the company’s data on the formal leadership mentoring program from a monitored system. The purpose of data mining was to review and analyze career-progression results of women and people of color to see if employees were advancing in careers as all other mentoring participants who participated in the 2009 and 2010 mentoring program classes. Quantitative data-mining results showed that, in 2009 and 2010, the total population was 105. Mentees who were women and people of color represented 79% of employees who remained at the company. In addition, 13 women of color were promoted at the study company after attending the leadership mentoring program. Company leaders selected mentoring participants from an internal pool of diverse high-potential leaders to include Black-African Americans, Asians, Hispanics-Latinos, and Whites. This data-mining study provided valuable to mentoring, career advancement, and succession planning for the leadership that could provide confirmation for the need to offer formal mentoring programs to increase the numbers of women and people of color in middle- and senior-level management positions.

Many organizations currently implement formal mentoring programs to assist newcomers in their adjustment to organizational norms, standards, and culture. However, very few empirically-established guidelines exist for how to effectively match mentors to proteges in formal programs sponsored by organizations. Typically, organizations attempt to match mentors to proteges based on similarity of goals/interests. However, prior research suggests that even mentors and proteges disagree with respect to their perceived similarity. Consequently, it should be difficult for a program administrator to determine which mentors and proteges are likely to be compatible. Recent research has found that proteges who perceived they had input into their match reported higher quality relationships. The present study extended this research by experimentally manipulating protege choice and by investigating potential mechanisms through which choice is expected to influence relationship success. Mentors were undergraduate juniors and seniors and proteges were first-semester freshmen randomly assigned to choose their own mentor or to be matched to a mentor by the program administrator. Participants then met online in a private chat room once per week for a period of four weeks (30 minute sessions). Results indicated that when proteges were given the opportunity to choose their own mentors, both mentors and proteges felt more similar to one another. Additionally, proteges had higher expectations for what they would get out of the relationship and were more proactive in soliciting guidance from their mentors. Finally, each instance of coded psychosocial support demonstrated by a mentor related more positively to proteges' ratings of the support they received if they were in the choice condition. In fact, the relationship between coded psychosocial support and protege ratings of psychosocial support was slightly negative for those who were assigned to a mentor by the researcher. Pre-meeting expectations were found to fully mediate this effect. Finally, protege-reported psychosocial support was positively associated with self-efficacy and negatively related stress after the fourth chat session. In summary, the results of this study strongly suggest that protege involvement in the match process can facilitate the quality of formal mentoring programs.

Examensarbetet för mina studier till yrkeslärare vid Linneuniversitetet beskriver hur lärare upplever sitt mentorskap i sin skolvardag. Jag har genomfört en enkätundersökning bland mentorer på barn- och fritidsprogrammet i regionen Gymnasium Skaraborg. Undersökningen visar att merparten av mentorerna trivs med sitt uppdrag och att de inser betydelsen av mentorskap på gymnasieskolan. Mentorerna upplever att uppdraget tar mycket tid i anspråk och att de inte fått den kompetensutveckling som uppdraget kräver. De upplever även ett dåligt stöd skolledningen. Min slutsats är att om upplevelsen av trivsel hos läraren inför mentorsuppdraget inom gymnasieskolan skall bli bättre, krävs rätt förutsättningar. Mentorerna behöver tid avsatt för uppdraget, kompetensutveckling och stöd från skolledningen. Jag efterlyser även en definition av mentorskapet i gymnasieskolan från Skolverkets sida.

The purpose of this study is to construct the professional indicators for accrediting mentor teachers in Taiwan. First, relevant documents from Taiwan, New York State (NY), and Virginia State (VA) were analyzed to construct professional accrediting indicators initially. After four time¡¦s panel discussion, public hearings, the first draft of questionnaire was drawn up. Next, analysis on expert¡¦s validity and pre-test of questionnaire were carried out; thus, eight main aspects with 40 indicators were drawn up to serve as the professional indicators of mentor teachers in Taiwan. Survey research was carried out. Principals, Samples are not only composed of the administrative personnel; teachers whom work in excellent educational-practical institutions which were selected by Ministry of Education, and the interns who finished the educational practicum. The total number is 628 , The research uses descriptive statistics, t-test and one-way ANOVA to analyze the appropriation of these indicators ,so as to understand the sample¡¦ point of view towards the suitability of the indicators. According to the above conclusions, the researcher offers several suggestions to the educational administrative organizations establish certificate system of mentor teacher, the educational-practical institutions should establish evaluation mechanism and strengthen the assistance of administrative personnel., the institutions of teacher education should assess the number of mentor teachers who were capable of practical counseling and provide relevant training courses for mentor teachers. Finally, the researcher offers several suggestions to future studies.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xxi, 467 p.; also includes graphics (some col.). Includes abstract and vita. Co-advisors: Craig B. Davis and Brian K. Slater, Environmenal Science Graduate Program. Includes bibliographical references (p. 460-467).

As nowadays education documents on changes in teachers‘ training put forward the need for teachers probationary as well as for the creation of licensing system in Lithuania, the questions of the notion of concept of patronage for teachers working for the first year as well as student teachers become extremely topical as does the analysis of the system of training for teachers’ mentors in various countries of the world. In the present MA paper the notion of mentors is analyzed as well as the training systems in Lithuania and Western Europe. The experience of the USA in training mentors is also overviewed. The aim of the paper is to disclose the evolution of the ideas for training mentors and to analyze the modern tendencies in mentors’ training in Lithuania and Western Europe. This is the reason why the notion of historical evolution of mentors’ training as well as the practice of mentors’ training and the tendencies in Lithuania and Western Europe are being analyzed in the paper. Modern ideas for mentors’ training and the experience of Lithuania are also overviewed in the paper. The following methods are used for the research: the analysis of scientific and pedagogical literature, education documents and periodical press as well as electronic data base analysis, the comparative analysis and summing up of the documents compiled.