NAHSE Mentoring Program Analysis

Setting clear attainable guidelines as to when and where mentoring sessions will take place and the duration of the mentoring process.

I want to be a mentee because the Mentorship program is a fantastic way to familiarize with the school and meeting people with other background. Obviously, as an incoming freshman, I do not know much people, so the Mentorship program as a chance to break the ice and to make connections in school and among peers. Also, I am not familiar with the state of Michigan, so the program also serves as an opportunity to get accustomed with the new environment, the new climate, and the new culture. I was born and raised in Taiwan, and moved to California five years later; I realize the difference from one place to another. Michigan is a whole new place and it is imperative that I learn how to adjust and behave in an appropriate way. Through the program,

Mentors serve as a confidant, counselor, guide and advisor to a participant. They share an understanding of the organization, its mission, and the formal and informal operating processes, and share experiences which contributed to their own success, setting an example for the participant to follow. They assist the participant in career development ideas or for pursuing career opportunities. Mentors encourage participants to become more efficient and productive in their career field through self-development and other activities, and suggest appropriate training and developmental opportunities to further the progress of the participant toward leadership positions. The Mentor will provide input to the participant 's supervisor in developing their Individual Development Plan (IDP), helping the participant to set clear, realistic career goals and periodically reviews progress, making constructive suggestions on career development. Vitally important, the Mentor must ensure the mentoring relationship remains visibly and consistently professional. Mentors must ensure that their meetings are for clear purposes related to mentoring, that there is visible progress by the participant toward legitimate mentoring goals, and that office relationships between the mentor and participant

The issues I have decided to address are the lack of formal in group mentors and mentorship opportunities available for female students, faculty, and staff of color. The University has been intentional about recruiting students, faculty and staff of color. Despite these efforts our women of color who work as faculty or staff are the few available mentors available for students. Unfortunately, they are burdened with few professional growth opportunities while juggling work, mentorship requests, as well as providing the minority voice on committees throughout the campus. Subsequently, these women do not have in group mentors to support their growth. While some research shows, professionals who have been mentored are more likely to engage in mentoring, this does not seem hold true for women in general, it is especially untrue for women of color (Wright and Wright 1987). Increased professional expectations, distress and demands are likely the reasons for this difference. With all this, it is clear that women of color are at a significant disadvantage for finding mentors on this campus, and in most male dominated fields.

I called my mentor at 3pm to let him know I was on my way to his apartment. When I got to his place, he opened the door and welcomed me in. We talked about our week and decided to look at the list that we made together. The list has activities that he wants to do before we terminate our relationship. I read the list aloud reminding him that I’m reading some of the ideas we came up with together. When I was finished reading the list he said, “I wanted to make dinner together.” He already thawed the chicken legs in the refrigerator. I asked him what he wanted to make out of the chicken and he wanted hot wings and chicken broccoli rice. I found a recipe on the Internet for Buffalo wings. I started putting the chicken legs on a baking pan. My mentor

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.

“A mentoring program is essential to a successful business and to succeed your business for the next generation.”

As a recent new graduate I have had several different mentors through the process of obtaining my license. The one that stands out the most is one of my coworkers who I worked under during the new graduate residency program. This individual was not only my preceptor, but a mentor to me. She had qualities that I aspire to have as I grow as a nurse. She was a leader, loved to learn and teach, encouraged, and was very supportive. She is one of a few nurses that I can always turn to when I need assistance and she is always willing to teach and help.

When you search for information on Round Lake Area School District 116’s mentor/induction plan you come up empty and that is because there is currently no mentor plan. They do have a five day new teacher orientation that provides new teachers information on what is going on in the district; curriculum, school improvement plans, and the opportunity to meet with administrators that are in the building that they work at. In this essay I will discuss key things that I think should be incorporated into the new mentor program.

Not quite as often in life, we encounter a special someone that without you even noticing, makes a great impact in your life. This special someone was one of my teachers. It was not so long ago when I met my mentor. It was a dark and rainy day, the first day of Fundamental, my heart was pounding so hard, that I was able to hear every single beat; it was impossible to relax. I was sitting in the room with no friends around me as I told myself, this is not for me! But there she was sitting at her desk waiting for all her students to join the class. She looked very confident and very patient. As soon as the last bell rang, she said; ”Hi everyone, my name is Ms. Burgos, I will be your Fundamental instructor, by the end of this course

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.

Having this mentorship program at the Western University of Health Science proved to be very beneficial therefore having a similar program in the business world could have the same results. Requiring all senior employees to become mentors would the foundation to the program. Once these employees have enrolled then they would be paired up with a newer employee who has similar goals as they do. In order to encourage the mentor and protégé to have meetings, an incentive should be used like the pharmaceutical company. Having a program like this would eliminate any assumptions of inappropriate behavior between the mentor and protégé. This would also allow more women to be mentored because the program would pair them up based on their goals and

Discuss your professional objectives both short and long term. What has motivated you to apply to this program?

The single most important thing that I intend to get out of the mentoring program is learn the wisdom of my mentor to help me to achieve my goal .I am going to face a lot of challenges, hence I hope my mentor can give me advice with his knowledge or experience.

The article, “Mentoring in Action: The Interplay among Professional Assistance, Emotional Support, and Evaluation,” (2015), discusses a study that was done over the growing emphasis on teacher accountability and how it has grown over the year in the area of evaluating and mentoring (Israel, Kamman, McCray, & Sindelar, 2014, p. 45). The study involved teachers from an urban school district. The participants included several different types of teachers which included sixteen special education teachers and five mentors. The purpose of the study was to discover the “types of emotional and professional supports provided in a new-teacher mentoring program” (Israel, Kamman, McCray, & Sindelar, 2014, p. 61). These teachers were evaluated over and