27 June 2006
Many researches have proved that mentoring relationship has positive effects on individuals and organizations. In past, the mentoring relationship in organization is informal, but more firms take mentoring into formal system. This research want to understand how the formal mentoring system be implemented in Taiwan and it bring about what effects for human resources development in order to find the general methods for other firm to refer to. In this research, we use a case study approach and employ the in-depth interview technique which includes five firms which implement formal mentoring system as the research samples. Moreover, by using domestic and international references, we can draw out the methods and effects. This research concludes the following results by interview materials and literary: the goal of formal mentoring system is not only for training new employees but also the assistant system for more important strategic goals; managers take the responsibilities of selecting appropriate mentors for new employees; although managers interfere with the matching process, with the organizational culture, there is no negative mood exert; organizations don¡¦t play a role in the communication process, but filter in the process of selecting and matching to control the interact between mentor and protégé, even develop long-term friendship; mentors will monitor protégés by document records and report anytime; organization will evaluate mentor and mentoring relationship to adjust the problem; otherwise, reward system won¡¦t influence the mentors¡¦ involvement. The effects of mentoring to human resources development include mentors¡¦ career development and psychological satisfaction but without covering promoting. For protégé, mentoring system is helpful for career development, problems solving and building communication network. At last, for organization, there are plenty of researches for it, including delivering information, making employees¡¦ psychology stable, proving the employee¡¦s ability and moreover raising the organizational competitive power.
05 September 2011
Recently several enterprises are use to assisting the new employee with ¡§the mentoring function¡¨ for adaption and quick learning to get involved in their enterprises . And also there¡¦re some researches discussing about this issue. However, there should be an assumption in those is the person must be the formal employee of this company. Therefore, this research will be a case study which focuses on a foreign insurance company which has been for more than 20 years in Taiwan. The way they use of mentoring is different from others. They have started it from begining of recruit. It means that they will provide the level of management not only mentoring function but the estimate of the person whethere he/she may be the right one to take the job. That¡¦s the reason why I did research deeply in it in order to know more about the system of recruiting and training. In this case study, after using this function, the performance of new guys is obviously higher than other insurance companies. There¡¦re some my person opinions to suggest them and it might help them to consider more. Firstly, the company should fully authorise for the level of management to choose the person who suits to work in this company and work out tightly to gain the biggest benefits. Secondly, the case study shows that the company insists the way of recruit, hence the cost and training time would be higher than others. They should measure the whole system more completely for developing organization and staff settle.
Mabeta, Matsie Rebecca
09 January 2012
This research project investigated how students and mentors in the 2008 Melon Mays Undergraduate Fellowship experienced the benefits and difficulties of the mentoring relationship. With the help of the mentor students appeared to excel both academically and personally. A qualitative research paradigm was used and unstructured interviews were conducted with five mentors and five students in the first cohort of the MMUF at the University of the Witwatersrand, Johannesburg. Mentoring reports completed by mentors were analysed and validated the content of the interviews. Both mentors and mentees confirmed that mentoring was indeed a powerful tool for academic and personal development. They maintained that there was no way that one could develop academically and not develop personally. Mentoring relationships that did not succeed were attributed to no effort on the part of either the student or the mentor. The mentors and mentees agreed that the benefits were mutual; they all learned from each other. Student development was observable and students reported that they were beginning to feel part of a community of scholars.
社會創新是將舊有的智慧與新穎的點子創意結合之後，創造新的問題解決方案，經由創新執行的過程產生影響力，達到促進社會變遷的目的，是社會未來發展的重要驅動力。以社會創新為使命的社會創業家，在創新和創業的過程中都需要累積的經驗與專業知識的引導和心理社會的支持，而師徒關係(包含同儕師徒關係與反向師徒關係)的建立與維持可以提供社會創業家所需的支持與引導，擁有師徒關係協助的社會企業家，樂於承先啟後擔任年輕人的導師，因此師徒關係亦為有效培育社會創業家的方法。 本研究嘗試回答的問題是：(1)社會創業家的社會創新來源、社會創新類型、社會影響力和其解決的未滿足社會需求為何？ (2)社會創新中的師徒關係屬於何種發展網絡類型？ (3)社會創新中的師徒關係具備何種師徒關係的功能？。為回答上述問題，本研究選擇擁有師徒傳承關係和社會影響力的社會創業家為研究對象，因此選擇兩組個案：穀東俱樂部創辦人賴青松和田中央聯合建築師事務所創辦人黃聲遠為研究對象，藉由文獻探討、個案訪談和參與觀察，探討賴青松和黃聲遠兩位社會創業家的社會創新和兩組師徒的師徒關係內涵。 本研究發現穀東俱樂部的社會創新融合「風險共同分擔的委託種植」、「預約訂購」和「共同購買」的概念以及創辦人的創意，而提供新商業模式和新平台兩類型的社會創新，解決小農耕種的困境，為有志歸農者鋪設歸農道路，前後吸引超過一千五百人成為穀東，其中更吸引了年輕人學習農耕，創組宜蘭小田田計畫，並且透過社群創造社會影響力，帶來農村文化的復興。 黃聲遠亦吸引許多年輕人加入他的團隊，每年開放實習機會給各校學生，有些人透過實習機會成為團隊成員，於2012年改制更名為田中央聯合建築師事務所。田中央的創新，融合建築設計的創意、在地特色和社會關懷，創造出一個個獲獎無數的社會創新，而田中央的組織創辦精神與運作方式也都充滿社會性目的，提供新產品、新的組織形式和新流程三種類型的社會創新。 賴青松的師徒關係特徵符合導師來源富多樣性且關係緊密的「創業型發展網絡，在創業過程中獲得「職涯」、「心理社會」和「角色楷模」的師徒關係功能，為創業過程中的關鍵助力。宜蘭小田田可視為賴青松的徒弟，他們之間的師徒關係則兼具「傳統型發展網絡」和「創業型發展網絡」的特性。 黃聲遠的師徒關係也符合「創業型發展網絡」的特色，從中獲得「職涯」、「心理社會」和「角色楷模」功能，帶給他深遠的影響。本研究在他的眾多學生中選擇洪于翔與劉黃謝堯為代表，黃聲遠和他們的師徒關係則符合「傳統型發展網絡」和「創業型發展網絡」的特性。賴青松和黃聲遠都擁有良師益友的同儕師徒關係與向下學習的反向師徒關係，並且他們都將自己領受到的師徒關係特性同樣的傳承給徒弟們。 在政府推動青年返鄉創業和整個社會鼓勵社會創新的今天，這兩個個案的社會創意、創新、創業過程，以及其師徒關係值得參考學習。 關鍵字：社會創新、師徒關係、傳承 / Society’s ability to solve its most pressing problems is largely dependent on social innovation. By combining new ideas with old methods and knowledge, the solutions and changes brought about by social innovation make it the driving force behind future development. A social entrepreneur is someone who has taken social innovation as a core mission, and this requires support in the forms of experience, professional knowledge, and psychosocial acceptance. Mentoring relationships (including peer relationships and reverse mentoring) are one source of the support and navigational guidance a social entrepreneur needs. Further, social entrepreneurs who have benefited from the assistance of a mentoring relationship tend to become mentors in turn. Thus mentoring is an effective way to train future social entrepreneurs. This research seeks to answer the following questions: 1) For social entrepreneurs, where do their social innovations originate? What are the typologies of social innovations? What are their impacts, and what are the social needs left unresolved?; 2) Which developmental network typology does a social innovation mentoring relationship fall under?; 3) What kinds of mentoring functions are present among social innovators? To answer these questions, this study adopts a case study method based on two social entrepreneurs who have both had significant social impact and been engaged in mentoring relationships: 1) the GuDong Club founder Qing-Song Lai, and 2) Fieldoffice Architects founder Sheng-Yung Huang. The analysis and study was informed by an extensive literature review, and data gathered via in-depth interviews and participant observation. Regarding the GuDong Club, this study reveals that the source of their innovation is a combination of mutual risk sharing through commissioned planting, advanced purchasing, cooperative purchasing, and the creativity of its founders. Two social innovation typologies emerged from the analysis, including a new business model and new platform. Their innovations have helped generate solutions to challenges faced by small farmers, while providing guidance to future farmers, generating a customer base of over 1500 consumers over the past decade, and encouraging young people to study and pursue agriculture. Among those is a group that founded the Yilan Xiao Tian Tian (literally “little field”) program. Using community to create social impact, the GuDong Club has helped to revive agricultural village culture. Sheng-Yung Huang also utilizes the power of youth, attracting many young people to join his team. Fieldoffice Architects, a name adopted in 2012, offers an annual student internship program, through which some participants eventually become full team members. Their social innovations emerge from a combination of creative architecture, local features, and social concern, and the results have garnered substantial praise and acclaim. With a strong sense of social purpose at the core of Fieldoffice Architects’ values and operations, this case provides three typologies of social innovations: new products, new processes, and new organizational forms. In terms of mentoring relationships, results of both case studies provide evidence for the importance of mentoring in social innovation. Lai’s mentoring relationship is built on the procurement and sharing of diverse information through strong ties, and therefore can be considered an entrepreneurial development network. This provides professional career, psychosocial, and role modeling functions. Yilan Xiao Tian Tian can be viewed as a descendent of Lai’s, whereby the mentoring relationship can be characterized as both an entrepreneurial development network and traditional development network. Huang’s mentoring relationships can also be characterized as being within an entrepreneurial development network, providing similar professional career, psychosocial, and role modeling functions. Selecting two of his students, Yu-Xiang Hong and Huang-Xie-Yao Liu, as representative examples, the mentoring relationships can be seen as both part of an entrepreneurial development network and traditional development networks. Overall, Lai and Huang both receive support from peer and reverse mentoring relationships, in addition to passing on their mentoring relationship characteristics on to mentees. With governments around the world encouraging social innovation and youth entrepreneurship, the creativity, innovation, and entrepreneurial processes revealed in these two cases, along with the characteristics of the mentoring relationships central to these social innovation processes, are worth learning from. Keywords: social innovation, metoring relationship
The Asher and Dane School Districts' Mentoring Models: The Relationship Between Mentoring and Retention of Beginning TeachersChou, Po N. 27 November 2010 (has links) (PDF)
Diverse mentoring models have been implemented by educational organizations to address teacher retention, but debate continues over which mentoring model is most beneficial. Two school districts in Utah, USA, hereafter referred to as the Asher and Dane (pseudonyms) School Districts, provide distinct approaches to mentoring. Both the Asher and Dane School District have used veteran teachers with full-time teaching loads to mentor beginning teachers. The Dane School District, however, has recently implemented a unique and distinct mentoring model in addition to in-school mentors. In this model, full-time released teacher "coaches" with specialized mentoring responsibilities are assigned by the district to mentor several beginning elementary teachers in one grade band (K-3 or 4-6) throughout the district. This longitudinal research studied the Asher and Dane School Districts' mentoring models to develop a grounded theory to explain how these two distinct mentoring models were related to beginning teacher retention rates. A stratified, random sample was utilized, resulting in 23 participants selected for this study. Interview data were gathered from each participant during their first year of teaching, as well as follow-up survey and interview data in their third year. Beginning teacher attrition data were gathered from both the Asher and Dane School Districts. A constant comparative qualitative analysis method, using NVivo software, facilitated the development of the grounded theory. Findings describe and explain the sources and types of support that beginning teachers in these two distinct mentoring models found most beneficial in their induction, development and retention during their first three years. Beginning teachers reported that key mentoring characteristics included a mentor that had experience and knowledge, particularly in their same grade level, as well as a personal relationship with someone who was open to listening to them and who empowered others. Overall, collaborative teams and in-school mentors were a great source of support for beginning teachers, and teacher retention occurred most often when beginning teachers felt supported by their principals. Beginning teachers also experienced a decrease in stress and increase in both autonomy and confidence with time or years of teaching, experience, and support. Findings suggested that district coaches in the Dane School District lacked proximity, personal relationship, and knowledge of the grade being taught by those they mentored. As a result, they lacked the ability to help induct beginning teachers into their school culture and develop informal networks in the school and ensure retention.
Mentoring v období profesní adaptace učitelů na středních školách / Mentoring in a period of professional adaptation of teachers in the secondary schoolsAndrová, Irena January 2016 (has links)
The thesis is focused on the process of mentoring and its application in the process of professional adaptation of teachers in secondary schools. The aim of the work is based on a literature review of available literature and the results of the research to describe and analyze the process of mentoring in a period of professional adaptation of secondary school teachers. In the theoretical part are explained the basic concepts related to the topic, are described the process of adaptation of teachers, characteristic of mentoring, role of mentor, mentoring relationship, further characteristic of mentor, forms, strategies, risks and benefits of mentoring. In the empirical part are described the implementation and results of quantitative research by the semistructured interview with the directors of the secondary schools, which focused on the way, how the process of mentoring in a period of professional adaptation of teachers in the secondary schools works and what specific ways of support are in the process of mentoring in a period of professional adaptation of teachers in the secondary school applied. The results of the research are useful for recommendations for the creator of the educational system. KEYWORDS Adaptation, beginning teacher, high schools, mentoring, mentor, mentoring relationship, role...
Vzájemná kolegiální podpora v programu Začít spolu / Mutual college support in the Start together programPoukarová, Zuzana January 2018 (has links)
This diploma thesis deals with the topic of Mutual collegial support in the Step by Step program. It examines how this support is implemented at a selected innovative school. In the theoretical part describes the professional development of a teacher, mutual collegial support, mentoring in teaching and mentor quality. It focuses on the educational activities of Step by Step Czech Republic. In the case study, the research part describes the realization of collegiate support, especially in the form of mentoring. This research method is based on participating observations, in-depth interviews, questionnaires, material and video analysis. A portrait of a mentor, which depicts her style of work, is created in the form of a metaphorical comparison. And it also describes individual forms of collegial support and its benefits or possible constraints. Key words Collegial support, professional development of teachers, Step by Step program, mentoring in teacher education, mentoring relationship
Lombard, Ferdinand Anthony
Magister Educationis - MEd / Continuous learning has been identified as a key element for SMMEs to succeed in their drive to build productive capacity, to compete, to create jobs and to contribute to poverty alleviation in South Africa. Without the necessary business skills and insight, emerging entrepreneurs will not be able to run their business successfully. Therefore, emerging small business owners especially those in rural areas attend the general, basic, government-subsidized courses provided by non-profit organizations.To ensure that learning is being transferred to the workplace, the Western Cape Business Development Centre (WCBDC) applies the concept of mentoring as a follow-up programme. In layman’s term, a business mentor refers to someone who is experienced in business, trustworthy and professional, trained and up-to-date in their advice.The goal of the research was to evaluate the impact of the WCBDC’s mentoring program on the development of marketing skills of an established small business. I did a case study on one of the successful small businesses in Saldanha, The Marine and Industrial Coaters (MIC), whose owners have attended the Western Cape Business Development Center’s (WCBDC) entrepreneurial development program and then enrolled for its business mentoring programme.Since the mentoring programme commits a substantial amount of resources to mentoring and requires a lot of time from the WCBDC, it is of interest to see whether the expected goals of the mentoring programme – to enhance the entrepreneurs’ business skills and to lead entrepreneurs to business growth – are achieved. I have focused on the development of marketing skills and found that the entrepreneurs’ marketing knowledge and skills did developed as a result of the programme. More efforts need to continue to sustain the existing momentum. However, success in implementing the mentoring programme will depend on essential factors such as selfdirected learning, facilitative and multiple mentoring, application of both psychosocial and career mentoring functions, and shared accountability and responsibility of both mentee and mentor.
One of the major challenges associated with nursing education in this 21st century is the practice preparation of student nurses in this complex healthcare environment to ensure their fitness to practice. Practice training relies largely on mentoring which is central to the professional development of student nurses. In the local context of Mauritius, the clinical mentoring of students is service-led rather than education-driven. In the context of the current debate, it is becoming evident that the clinical mentoring system in Mauritius needs rethinking in order to respond to the emerging training and education needs of nurses. The aim of the study was to develop a contextually relevant clinical mentoring framework for student nurses in Mauritius in order to enhance the standard of student nurses’ training during clinical placements. A descriptive exploratory sequential mixed method with a cross-sectional design was used in this study. The sample for the qualitative phase consisted of eight nurses, while there were 255 nurses and 115 students in the quantitative phase. Data were collected through face-to-face semi-structured interviews and a self-administered questionnaire, respectively. The findings were synthesised using Dickoff et al’s (1968) survey list to develop the clinical mentoring framework for student nurses. The findings of the qualitative phase indicated that the current learning support system for students in the clinical settings did not reflect what mentoring should be about. Mentoring per se was not practiced, but rather a form of clinical accompaniment resulting in the practice being less effective for its purpose. A variety of activities/roles were described that nurses fulfil in everyday clinical practice that included some aspects of a mentoring approach. Participants provided a number of pre-requisites needed for the mentoring process. The results of the quantitative phase revealed that both students and nurses recognised that the mentoring system was informal. They also shared the same views regarding barriers to mentoring, such as staff shortage, lack of resources, and inadequate support from management and the Central School of Nursing (CSN). Along with mentoring competencies, teaching, assessing, communication, managerial and leadership skills, were identified as core competencies for mentors. Effective clinical mentoring requires an understanding of the mentoring process from a broader perspective. Mentors should be equipped with core competencies. Successful mentoring outcomes are dependent on a conducive clinical learning environment (CLE) and the approach used to mentor. The framework on mentoring could guide and provide a holistic approach to mentoring students in CLEs. However, emphasis must be placed on the collaboration between the management, the clinical setting and the CSN. The clinical framework developed from this study can be tested for its effectiveness. / Health Studies / Ph. D. (Nursing)
Teacher mentorship as professional development : experiences of Mpumalanga primary school natural science teachers as menteesVan der Nest, Adriana 11 1900 (has links)
Mentorship as a tool to develop the pedagogical and content knowledge of inservice teachers, regardless of experience, is a field in education which has gained popularity worldwide. The review of literature however, provided evidence that mentoring in education has primarily focused on the benefits received by novice teachers and not experienced teachers. Areas addressed in the literature review include the important role of continuous professional development programmes in the improvement of the teachers’ classroom practices and by inference, their learners’ achievements. The purpose of this study was to explore and describe the experiences and understandings of seven experienced natural science teachers as mentees in a professional development programme (the ILLS project). Through the use of a qualitative case study approach, I examined the activities that supported the development of the participants as they interacted with the guided support of a mentor teacher, and aimed to understand how the mentees made sense of their experiences in this mentoring relationship. The activities included lesson-planning, classroom observations and reflection meetings and the professional development support, through mentoring, was embedded on-site and in-context. This research revealed that the mentee teachers were motivated by the opportunity to enhance their professional growth through the support of a mentor. The teachers also perceived that their subject content and pedagogical knowledge were enriched by participating in the mentoring process. / Science and Technology Education / M. Ed. (Natural Science Education)
Page generated in 0.1452 seconds