Mentoring : A Integrated Mentoring Program

This project is aimed at participants who have an understanding of youths within in the care services and may know if mentoring is effective, with three aim’s being identified by the researcher that were important. taking an interpretive approach as it seeks to explore beliefs and values of participants Ritchie(2013), purposive sampling has been selected as the researcher was looking for professionals opinions as this has made the findings more reliable this is because the participants are aware of this topic they know the youths and weather mentoring is effective making it valid and reliable as the participants are professionals and work with the youths directly having an understanding of the youth’s needs, although it would of made the project

Effective mentoring can have significant affects on at-risk children. Positive mentor-mentee relationships influence high outcomes, socially and academically. This paper will look at the development, difficulties, and outcomes of mentoring in order for it to meaningfully influence the lives of at-risk children.

Some major business executives may say that earlier in their career they established a mentor relationship that helped them to get to where they are in their career. Research has shown that this statement can be true for some executives but not for all. Some experts believe that just having mentor relationships can or cannot affect someone’s career path and development. The purpose of this paper is to explain exactly what mentoring is and how it successful works within the workplace environment. Using support from various scholarly articles, I was able to discuss define the concept of mentoring and how it relates within the workplace setting. Using this concept, I establish the role of the mentor and mentee in regards

One of the more appealing opportunities that I hope to take advantage of as a University Honors Student is the Professional Mentoring Program. Through my involvement with the Boy Scouts, I had the good fortune of getting to know one of the adult leaders, Mr. Thomas Popp, who became a professional mentor to me. Over the years, I have helped Mr. Popp with various engineering-related activities, from setting up a hands-on engineering course for fellow scouts, to double-checking blueprints for errors. A junior-year job shadowing experience with Mr. Popp was particularly enlightening (and fun). Bypassing the office experience I had expected, we headed straight for the Louisville FC soccer team’s practice field. There, he taught me to use specialized

In this essay I aim to reflect and critically analyse my completion of the learning development plan and to identify how the skills and knowledge that I have gained as a mentor will enable me to lead learning in my area of practice. I will be using the What model of reflection (Driscoll 2000) throughout this essay.

Mentoring is a strategy that is beneficial to increased productivity in the workplace as well as a fulfilling love for one’s career. Mentoring can take place at many levels. It can occur at an education level or as we enter into prospective careers. Those who miss out on the opportunity to be mentored, have a lower chance to perform at high levels or receive positions that are more successful. Mentors and protégé’s work on challenging tasks and activities together, in an effort to enhance the skills of the protégé. The earlier a protégé is taken under the wing of a mentor proves extremely beneficial.

This is an empirical work. The study the authors conducted analyzed the design of the formal mentoring programs and the perceived effectiveness from both mentor and protégé perspectives. The results helped close the gap between science and practice regarding the design of formal mentoring programs (Allen, et al., 2006).

I can make a great impact on my campus as a teacher leader by following the model of mentoring new teachers. This upcoming school year, I will have two new teachers coming on campus to teach third grade. This article was perfect timing for me to process how to best serve these teachers as a mentor using one instructional process at a time. Mentoring is not a buddy, but an instructional support member focused on improving instruction. In addition, our campus is a firm believer in the discussion based teaching. Brondyk and Stanulis state, “as students articulate their thinking and analyze and respond to the ideas of others, they learn to formulate arguments, deepen their understanding of the content, and develop critical thinking skills” (2014,

Over the past century, Americans have seen a number of educational reforms designed to promote academic equality for all students. However, minority students today continues to struggle to “do right.” Minority students can at times be referred to as “at risk” students, identifying them as students who are at a greater risk for lower levels of success in school, have higher dropout rates, engaged in violence, sex, drugs. The public education measures are taken to erase these inequalities in student achievement so that every member has the opportunity to achieve.

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

In this report, a comprehensive research of mentoring will be highlighted and analyzed. The main discussion will be focused on the functions, benefits, stages and challenges of mentoring, limitation associated with mentoring and also a few recommendations that the society can use to inform its members of the proposed benefits of mentoring in retaining young professional staffs.

The ultimate goal of mentoring is achieving successful outcomes for youth. This broad concept of success can be summarized in four major goals: (a) becoming a long-term contributing member of society, (b) improving self-worth, (c) increasing potential for success, and (d) improving communication

ABSTRACT Mentoring and coaching are all part of educational training to develop people in the professions. There are several similarities and differences in the main issues involved in mentoring and coaching. They are related to the selfdevelopment, professional growth and career development of the mentee/coachee. In establishing the approaches to be used, care must be taken to ensure that each person understands the limits or boundaries of the relationship. Indeed, it may be as important to indicate that there is a way out of the relationship as it is to encourage its development in the first place. Supervisory approaches

As we organize the mentor program, we will first want to develop some basic guidelines. Who will be eligible to participate? How long will the mentor relationship last? How will students and professionals be matched? We will have an individual be designated to coordinate the program. This person can hold an office such as mentor coordinator, mentor director, or chairman, mentor programs. A committee also may be formed as needed to assist the coordinator in implementing the program. Enrollment forms should be developed for those interested in participating. Mentors will usually be assigned for a specified amount of time such as one semester or one academic year. The time period should be decided in advance and communicated to potential mentors so they understand what their time commitment will be (www.ehow.com).

The mentor and mentee will commit to the program for at least one month and anytime thereafter is between the employer and student