Attached: Mentoring Program Analysis

Matz shows that mentoring programs were first instituted in the U.S. in the late 19th century as an alternative to incarceration to be used in Juvenile Courts under the supervision of probation officers (2014). According to Matz, these sentencing policies were inspired by the progressive era’s focus on alleviating the mass poverty that was caused by industrialization, immigration, and urbanization (2014). Blakeslee and Keller state that “The highly renowned Big Brothers Big Sisters of America (BBBS) mentoring program, for example, began in 1904 in New York City and today consists of over 375 agencies serving more than 210,000 youth across the United States” (2012).

I am interested in participating in the NAHSE mentoring program because I would like to get feedback on developing a strategic plan for career advancement. I am hoping that I can gain realistic and practical advice on how to better shape and approach my next career move so it can align with my overall career goals. I hope the mentor/mentee relationship is able to allow me to have a wise ally that can help challenge me to see all possibilities, not just the ones within my reach.

The reading spoke about building quality youth mentoring relationships as the quantity of mentoring programs grow at a rapid level. The reading provided a break down on how mentoring relationships can effectively work when the mentees aren’t going through vigorous trainings as they once did. As I read it, I thought about my first week, how it went, and how I can be a better mentor to the girls I will be seeing twice a week for the next few months.

One problem with relying only on informal mentoring is that women, minorities, and nontraditional leaders are rarely chosen as mentees (Sherman, 2002). Women and clinician-educator faculty in particular are at risk of inadequate mentoring relationships (Ramani et al., 2006). Mentoring may be one suitable approach to overcoming gender related barriers and fostering the career advancement of female leaders (Hoigaard & Mathisen, 2009). Females with formal mentors are less satisfied with their mentoring programs than are their male counterparts due to the lack of in-depth understanding of the mentoring process and relationship building when working with female protégés (Hoigaard & Mathisen, 2009). Female mentors with female protégés reported

During my senior year, I have dedicated over thirty hours to mentoring an at-risk student at my high school through the Fast Track program. Originally, I thought that mentoring would be all about helping a younger student with academic skills. However, it has turned out to be that and so much more.

understanding who a mentor should be? How the organisation selects them and what is there

My organization focuses heavily on mentoring relationships. Anytime a new individual is hired, we try to ensure that they will receive the training necessary to take their bosses job. We focus heavily on them knowing their job and the job two levels beyond their current position. This has proven effective in getting individuals to understand the "Why" behind some of the mundane things they do.

Employers need to rethink their onboarding strategy as Gallup shows that 70 percent of employees are disengaged in the workplace. Even further, that level of disengagement can lead to turnover, which correlates to an organization’s onboarding process. It’s not surprising since according the Wynhurst Group, 22% of staff turnover occurs in the first 45 days of employment, and the cost of losing an employee in the first year is estimated to be at least 3 times salary.

Furthermore, Munson (2010) also explored the nature of non-family, natural mentoring relationships between mentors and youths who were in the process of exiting foster care. These authors found that most youths meet mentors through formal systems such as adults who work in child welfare, education, or mental health. In both of these studies, it was the qualitative nature of the relationship that was examined, such as positive characteristics of mentors, features of the relationship perceived to be helpful, and the kind of support the mentors offered

This is a direct quote from the National Mentoring Partnership website, http://www.mentoring.org/why-mentoring/mentoring-impact/. According to their Program Manager, Jennifer Bourgin, this statistic comes from The Mentoring Effect, a report informed by the first-ever nationally representative survey of young people on the topic of both informal and formal mentoring. The full report may for accessed at http://www.mentoring.org/newsite/wpcontent/uploads/2015/09/The_Mentoring_Effect_Full_Report.pdf. The statistics they referenced were found on page three.

The mentoring retreat was a success but for several challenges. Sleeping arrangements were unorganized at best. The directive that I was given by Chief Dean was that the Mentors had to sleep in the same room as their mentees.

Current literature depicts a number of different mentoring relationships, such as traditional mentors and natural, nonfamily mentors. The traditional mentoring approach commonly reported in the literature involves formally connecting a youth and an older adult who meet on a regular basis (Spencer, Collins, Ward, & Smashnaya, 2010). Examples of traditional mentoring programs are Adoption and Foster Care Mentoring in Boston, and Mentoring USA in New York City. The National Foster Care Coalition promotes a peer mentoring program, called Fostering Healthy Connections, where an older adult who is a former foster youth is matched with a youth currently in foster care. One of the oldest mentoring programs, Big Brothers and Big Sisters of America,

In this paper, an outline of a mentoring program is given which is addressing the issues related to Computer House, a computer retailer and service provider. The various different players associated with the firm are highlighted as well as how this mentoring program is supposed to help them. Also, key details regarding the program which includes its structuring, finances and other information are also addressed in some detail.

The development of a mentoring program begins by deciding on whether it should be a formal or informal program. On one hand, a formal mentoring program includes 1. Connection to a strategic business objective of the organization 2. Established goals 3. Measurable outcomes 4. Expert training and support 4. Direct organizational benefits and 5. Mentoring engagements lasting 9-12 months (“Business mentoring matters”, 2012). On the other hand, an informal mentoring program includes: 1. Unspecified goals 2. Unknown outcomes 3. Self-selection of mentors and mentees 4. No expert training or support 5. Long-term mentorship and 6. Indirect organizational benefits (“Business mentoring matters”, 2012). Therefore, based

School-based mentoring programs (SBMP) have become widely used due to their presumptuously simple implementation and effective results; however, they remain to be scientifically under-developed and require integrity during implementation (Miller et al., 2013; Smith & Stormont, 2011). Undoubtedly, SBMP have been shown to improve students: attitudes, confidence, school engagement, school performance, behaviour, vocational skills, and emotional and social skills (Converse & Lignugaris/Kraft, 2009; Miller et al., 2013; Schwartz, Rhodes, & Herrera, 2012). Contrarily, these promising outcomes are equally met with many studies that show: no, or only little, improvements; only short-lived results; or only effectiveness with certain types of students (Converse & Lignugaris/Kraft, 2009; McQuillin, Smith, & Strait, 2011; Miller et al., 2013).