Finding a mentor who works well for you can be both challenging and frustrating. Mentor-mentee matching programs are a great idea and work beautifully for some librarians in specific contexts. What happens when you outgrow, mismatch or need specialized or temporal mentoring? How do you understand the scope of your need? How do you get to the “why” behind building this relationship? In this program, audience members will assess their resources and needs, develop a short list of possible mentors for those needs, identify their personal goals and what they hope to provide a mentor through this relationship. Further, audience members will consider how to build an effective relationship with both accountability and an assessment plan to help both the mentor and mentee understand if goals have been met. Finally, time will be given to ensure audience members consider how best to share the skills and understanding they acquire through this relationship.

Finding a mentor who works well for you can be both challenging and frustrating. Mentor-mentee matching programs are a great idea and work beautifully for some librarians in specific contexts. What happens when you outgrow, mismatch or need specialized or temporal mentoring? How do you understand the scope of your need? How do you get to the "why" behind building this relationship? In this program, audience members will assess their resources and needs, develop a short list of possible mentors for those needs, identify their personal goals and what they hope to provide a mentor through this relationship. Further, audience members will consider how to build an effective relationship with both accountability and an assessment plan to help both the mentor and mentee understand if goals have been met. Finally, time will be given to ensure audience members consider how best to share the skills and understanding they acquire through this relationship.

Peer, staff, and faculty members who mentored college students with Intellectual Disabilities (ID) completed self-reflections and digital interviews, and participated in focus groups. The information was used to determine whether the mentoring experience affected their attitudes and beliefs regarding individuals with ID as well as whether mentor personal growth occurred as a result of participation in the mentoring experience. The research suggested that participants from all groups of mentees did experience a change in their attitudes and beliefs regarding those with ID. Those changes in attitude and beliefs were overwhelmingly positive. Peer, staff, and faculty mentors also reported many benefits from participation in the mentoring experience including but not limited to increased self-awareness and self-improvement. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

This study examined whether higher family involvement plus additional mentoring relationships had a greater positive effect than a one-on-one relationship with a mentor and low family involvement. The study demonstrated, in this sample, that having two mentors does not have a greater impact on academic motivation, social competency, family unity, self-esteem, and deviance than having one mentor. It was also shown, in this sample, that higher family involvement does not have a greater impact on academic motivation, social competency, family unity, self-esteem, and deviance than lower family involvement. Although additional studies are needed to fully understand the impacts of mentoring and family involvement, this study suggests that the multiple components of two mentors and increased family involvement do not have a greater impact on at-risk youth than a traditional mentoring program utilizing only one-on-one mentoring. The information from this study could prove useful in designing comprehensive support programs for families of at-risk children.

The importance of social entrepreneurship has been growing for the last 3 decades and is recently accelerating. South Africa presents one of the most mature social entrepreneurial sectors among developing countries and the magnitude of its impact has become critical to national economic growth and society as a whole. Many roles have risen through the spreading of this particular way of conceiving business, the role of mentors being a particularly meaningful one. Mentoring is usually related to the difficulties social entrepreneurs and operators within the field have in dealing with the variables present in a free market. Most studies concerning mentoring have been focused on business organizations or entrepreneurs. Literature approaches various interesting themes within these two contexts that can help as a guide to explore the nature of mentoring in the social entrepreneurial field. This study puts its focus on the nature of mentoring in the sole social entrepreneurial field as it is understood by its prime actors: the mentors. In doing so it adopts a qualitative approach characterised by semi-structured and open ended interviews with eight experienced mentors from as many different organizations. The final results indicate that differences with the business sector are not extreme and the two fields often intertwine, with many beneficial outcomes for the social sector. However, they also illustrate that there are some aspects very specific to the sole social entrepreneurial field. Among those are the stronger sensibility toward others, the energy infused, the type of relationships, the unique motivations and a broader reach of outcomes for the mentoring activity itself. All these aspects lead mentoring in the social entrepreneurial field not only to be a useful phenomenon for involved entrepreneurs, but potentially an activity spreading its beneficial consequences to entire communities.

Using a long panel on employment history, I exploit a novel setting to examine if sell-side analysts carry over their early career experience into their future professional careers. I find that analysts' early mentorship experience has a long-lasting impact on their professional styles. Analysts are more optimistic if they work with optimistic mentors in their first jobs as junior analysts: they issue more strong buy recommendations and upgrade jumps, and they are also more optimistic in earnings forecasts and price targets. While it is easy to pick up their mentors' styles, I show that it is apparently harder for them to learn their mentors' skills, as indicated by the lack of spillover in forecast accuracy. Only talented superstar mentors can unwind this pattern, passing their skills and reputation to their proteges. The market—especially sophisticated institutional investors—is smart in identifying the apprentices of optimistic mentors as short-run market reactions to their forecast revisions are weaker. Collectively, these results have important implications for financial economists and regulators (on a new source of optimism), for analyst profession (on talent management and portability), and for market participants (on information dissemination and optimism debias). / text

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

Magister Commercii (Industrial Psychology) - MCom(IPS) / Transformational leadership has received considerable attention within the organizational sphere in the last decade. Leadership in higher education institutions has also received attention as there is a concern about the retention rates of students. Academic leaders have identified unclear educational goals, dissatisfaction with academic programmes, and unclear career objectives as reasons for student attrition. Therefore, skills training and development programmes became the priority of academic institutions for the purpose of retaining students to sustain a competent and efficient workforce generation in all spheres. The University of the Western Cape’s Peer Mentoring Programme offers a strategy to increase retention of students because it addresses several causes of student drop out such as, inadequate academic preparation for tertiary institutions, lack of knowledge about social or academic resources and adapting to new surroundings for first year students. Based on a review of empirical findings, this research elucidated the theoretical terrain of mentoring, transformational leadership and trust. The exploration of the literature highlighted the similarities and differences between transformational leaders and mentors are discussed. An adapted version of the Multifactor leadership questionnaire (MLQ), and the workplace trust survey (WTS) was administered to a sample of 54 mentors in a university’s peer mentoring programme within the Western Cape South Africa. The University of the Western Cape’s peer mentoring programme (PMP) was utilised as a case study and a convenience sampling approach was employed. The results emanating from this research indicate that there is a significant relationship between transformational leadership and trust. Biographical variables namely gender, age and previous experience within the mentoring programme as a follower (mentor) were examined amongst the sample of PMP to determine if any of the variables contributed towards the differences in perceptions of transformational leadership and trust in the leader (head mentor). These biographical variables demonstrated no significant difference in transformational and trust levels. Notwithstanding the limited generalizability of this study, implications for research and practice are suggested and recommendations are made to facilitate improved functioning of the PMP.

Reformed teaching is better for students' conceptual understanding compared to the more popular traditional style of teaching. Many beginning teachers wanting to teach reformed conform to traditional teaching within their first couple years of teaching. I argue that this can happen because the emotional labor to continue teaching reformed without support is too high. Having a reformed math mentor can decrease this emotional labor and provide more support to beginning reformed teachers. This study builds on and adds to Hargreaves (2001) emotional geography framework to better understand the emotional closeness/distance beginning and veteran reformed teachers have talking about their practice. The results of this study show the emotional closeness/distance of four emotional geographies: moral, political, physical, professional of two mentor/mentee teachers pairs.

Depression is a debilitating mental health disorder that has the potential to affect an individual's lifespan adversely; adolescents who reside in low-income urban environments are more at risk of developing the disorder. The purpose of this quantitative ex post facto study was to compare depression symptomatology and quality of life rates among emerging adults who enrolled and emerging adults who did not enroll in a mentorship program as an adolescent while in high school. Beck's cognitive model of depression was used as a theoretical foundation to determine how negative schemas are formed in adolescents who show symptoms of depression. The sample consisted of 128 participants from two groups who included emerging adults between the ages of 18 and 30, half of whom enrolled in a Mentorship Program in Northern New Jersey (MPNNJ) while the other half did not enroll in the mentorship program in Northern New Jersey (non-MPNNJ). ANCOVA analyses were used to investigate whether emerging adults from the MPNNJ versus non-MPNNJ reported differences in depression symptoms and quality of life rates while controlling for job satisfaction and substance use. It was concluded that The MPNNJ group reported significantly lower depression symptomatology rates and higher quality of life rates than the non-MPNNNJ while controlling for covariates, job satisfaction and substance use. Study findings provide empirical evidence to support the long-term positive effects of mentorship programs on depression symptomatology and quality of life. Community planners may be able to use study findings to design youth development programs that have long-term beneficial impacts on participants.