Organizational Development Purpose Statement

The mentoring program for new grads at this facility has been very successful. The facility has found that the mentoring program builds confidence in the new grads and respect for the mentor. It makes the new grads believe they are wanted and helps them adapt to the

Coaching and mentoring are not about learning to do something the right way, but are about helping to lead an individual to find their own way of doing it practically and efficiently. Coaching and mentoring sessions are guided with theoretical models, which help focus both the coach and the coachee in attaining desired outcomes for problem situations. However, even with the aid of theoretical models not everyone can coach another person. The first and far most important attribute of a coach is the ability to build relationships with the coachee

Watt, L. (2004). Mentoring and coaching in the workplace: an insight into two leading leadership

This study is limited to the freshman mentor program at one high school in a 30 high school district located in Maryland. Data was collected from a representative group of mentors. Interviews were limited to discussion of the role of the mentor in working with the freshmen mentees. Although many high schools have freshmen mentor programs, each school develops a unique program to fit the needs of the students feeding into their school. Data was collected from a small representative group of mentors and they were all

Some of the graduates stated they believe their determination to persist to graduation was due to having a mentor to help them throughout their college experience. A way to further this study could be to study the experiences of graduates who had mentors versus those who did not have a mentor and evaluate how this had an impact on their persistence to graduate.

In bringing together our interviews, along with current research on academic advising in post-secondary institutions, we will consider student dynamics, needs, advisement issues, and potential ways to effectively advise high-ability students.

This report will determine the value of coaching and mentoring; highlight some factors to consider when developing coaching and mentoring and show models and methods

The three purposes and missions of higher education are education, research, and public service. The first one to be addressed is education. In his paper, “Goals: The Intended Outcomes of Higher Education,” author Bowen (1977) has stated education is “not only the academic curricula, classes, and laboratories, but also all those influences upon students flowing from association with peers and faculty members and from the many and varied experiences of campus” (p. 24). Educating students is an important mission for higher education, but educating students is not limited to their academics. The mission for higher education involving education can be categorized as cognitive learning, affective development, and practical competence (Bowen, 1977, p. 27). While cognitive learning is based on expanding on students’ knowledge, affective development and practical competence are based on the overall being of the student. The intent of affective development is to help enhance

As well as reveal how the effective mentoring experiences can be utilized to create tailored mentoring program for specialized populations. The researcher expected the results of the data collection and analysis to add to the existing body of literature from an African American woman’s perspective on the impact of mentoring in higher education. More significantly, the study revealed the mentees career development needs, expectations, and the impact their mentor’s influence had on their careers. These components are vital to understanding and providing suggestions for future African American women seeking leadership

As a program coordinator for Colonial Mentors, I demonstrated my ability to effectively plan, develop, and implement organizational structure to a program. Colonial Mentor is a mentoring program designed to aspire college students to succeed in their academic careers. With my role, I was responsible for the organizational direction of the program and communicating the progress to the program director, my supervisor. I began the planning process with researching and gathering the materials needed to compose an effective mentoring program. I developed the program curriculum, policies, code of conduct, procedures for recruitment, training, and matching of mentors and mentees. Once the innovations were approved by the program director, I introduced

Mentoring is about nurturing the potential of the whole person; both however are about improving performance. There is a strong argument that coaching can be undertaken by line management or an individual within the organisation who has knowledge of processes and procedures. It is however more beneficial when mentoring to engage with someone from outside the organisation however it is essential to match personalities, research interests, experience and personal style.

The research offers vital characteristics to sub-question I: What it takes to create a successful school-base mentor program? First, it must take into consideration the need for a leadership, encouraged program. A school-based mentoring program must have a logical model theory that states, and encourages positive actions and outcomes. A clear mission, with goals, and an exit plan is needed. Internal and external factors will influence the program’s effectiveness and they need to be taken into consideration when building a model program. The end goal for a school-based mentoring program is to achieve meaningful and measurable results.

Mentoring is a committed collaborative partnership, not a dependent relationship. According to Bernier, Larose, and Soucy (2005), the relationship and commitment created within a mentoring program is crucial for its success in assisting the mentee. Past studies have focused on student mentoring and its influence on academic performance, retention, and graduation. The thesis of this paper will examine the theory of servant leadership and its influence on a mentoring approach to assist students academically. This paper will also identify a metaphor for the application of servant leadership and provide a research overview on servant leadership. It is important to know if there is a

This essay will start by defining mentoring, and giving a brief understanding of mentoring. This essay will then go on to identify and evaluate a number of key factors that may influence the effectiveness of a mentoring relationship. This essay will focus on the example of mentoring within schools and a learning mentor to be more specific.

Organizational development (OD) is an application or process of building a greater level of efficiency within the organization. OD develops the ongoing effort geared for long-term effects. OD works to help management and employees on a variety of levels. Organizational development is perhaps unequaled in its ability to meet any type of organization needs. However, the solutions developed from the role of OD may not be necessarily interchangeable with different organizations (Grant, 2010).