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Reflections on Naturally Occurring Mentoring Relationships
Abstract
This chapter contains section titled: The Concept of Naturally Occurring Mentoring Relationships Mentoring Phases Mentoring Functions Mentoring Benefits Individual Characteristics Mentor Perspective The Concept of Naturally Occurring Mentoring Relationships Mentoring Phases Mentoring Functions Mentoring Benefits Individual Characteristics Mentor Perspective
... Mentoring is a progressive program designed with activities for prevention, intervention or proaction (Lentz & Allen, 2007). Middle schools have the option of creating in-house programs or joining nationally recognized programs to offer mentoring opportunities. ...
... Mentoring programs can provide comfort and assurance to school students, and their influence can have a positive, long-lasting impression. A diligent advisor/student relationship can give hope for the future, and last several years (Lentz & Allen, 2007). A mentoring program promotes several benefits of friendship, positive attitude, and a healthy perception of future achievements. ...
... It is important to form a positive rapport, and respect between both partners. The purpose of peer mentoring is to form a positive relationship ensuring both peers social support, guidance, and tutoring (Lentz & Allen, 2007). Peer mentoring strengthens both partner's sense of belong, self-esteem, and academic improvement. ...
This qualitative study examined the phenomenon of perceptions’ of middle school principals in southwestern Pennsylvania to determine their views on advisory programs. Middle school students are unique when in their academic, physical and socio-emotional characteristics, compared to students of other developmental age groups, as shown throughout the literature review. In total, six principals were selected for participation in a three-part interview process using open-ended questions. The participants are principals in southwestern Pennsylvania who met the three criteria: (a) hold a Principal’s certificate from the Commonwealth of Pennsylvania, (b) employed in the role of a principal with a minimum of three years’ experience, and (c) professional experience working with advisory programs. The interview script was designed to collect data that examined participants’ views on middle school advisory programs. The findings resulted in six themes: (1) trust, (2) relationships, (3) sense of purpose, (4) connections, (5) transitions, and (6) child-centered. According to respondents, principals can create a positive learning and student-centered climate through advisory programs. Issues such as student-teacher communication, positive relationship building, trusting partnerships, and self-esteem emerged during this study. A few barriers noted were the non-existence mentoring program for teachers, a lack of professional development and training, high stakes testing demands, time, and finances.
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While these themes were evident in the literature, there was minimal research representing principals’ view on advisory programs, particularly whether it was beneficial or not, as well as their views on mentoring in advisory. The findings revealed significant understandings about the success or obstacles associated with advisory programs. Key results from this study support middle school design as enhancing specific programs, unified vision, commitment, and attention focused on the child.
... Extraversion Extant literature suggests that extravert individuals being energetic and sociable, tend to involve themselves in developing workplace-mentoring relationships (Turban et al. 2017). In fact, extraversion has been found to govern protégés' initiation for mentoring relationships (Lentz and Allen 2007), whereby they not only positively influence interpersonal relationships, but, make a positive evaluation of the workplace events too. Protégés with high scores on extraversion are typically talkative, jovial, and optimistic; they are likely to show active engagement in mentoring programs for boosting their career growth and advancement (Antoncic et al. 2015). ...
This study investigated the mediating effect of mentoring on the relationship between the Five Factor Model (FFM) Personality traits and occupational commitment (OC). The study used cross-sectional survey-based research design. Data were collected from 362 managers of public and private sector organizations located in North India. The results indicated that psychosocial mentoring acts as a partial mediator for facilitating the linkage between all the FFM traits and OC. Contrary to this, career mentoring was found to partially mediate the link between only conscientiousness-OC, agreeableness-OC and emotional stability-OC. No mediating effect of career mentoring was found for personality factors of openness and extraversion. HRD practitioners are encouraged to implement train-for-trainers’ sessions for raising awareness among senior managers/mentors about the importance of psychosocial mentoring functions. This study is unique, because it is among the few to appropriately capture the mediating role of mentoring functions vis a vis the personality and OC relationship. Further, it also enriches the existing body of research on workplace mentoring and careers, especially in the South-Asian context.
... Literatürde, mentörlük ile ilgili birçok tanımın yer aldığı görülmektedir. Bu tanımların, genellikle öğretmen adayı ile uygulama öğretmeni arasında süregiden sosyal, entelektüel ve insancıl bir ilişki temeline oturtulduğu (Lentz ve Allen, 2007) ve bu ilişkinin de amaç ve yolun birleşimi ( Daloz, 1983) olduğu söylenmektedir. Uluslararası literatürde, alanında deneyimli olan meslek erbabının, mesleğe henüz başlayan ya da başlayacak olan meslektaşına yaptığı mesleki rehberliğe mentörlük, ülkemizde ise uygulama öğretmenliği denilmektedir. ...
Within many preservice teacher education programs in Australia, mentoring is used as the overarching methodology for the professional placement. The professional placement is considered to be a key component of learning to teach, and typically a dyad mentoring model is utilized. However, it is reported that many preservice teachers experience a less than successful placement when a dyad model is used. This research explored an alternative mentoring model that placed two preservice teachers with a classroom teacher and investigated the mentoring that transpired. The research examined the interactions that occurred between the triad members, in particular those that took place between the two preservice teachers as peers. A theoretical framework that focused on a holistic mentoring model was utilized to frame the research and analyze the data. It was found that the use of a mentoring triad extended the scope of mentor support that can be provided to preservice teachers.
Within the professional placement component of pre-service teacher education, mentoring has become a strategy that is used during the practical application of learning to teach. In this paper, we examine mentoring in the pre-service teacher education context by proposing a theoretically based framework for mentoring in this context. Firstly, the nature of mentoring along with mentoring in the context of pre-service teacher education is explored. A mentoring framework that has been developed to enable pre-service teacher educators to maximize the potential use of mentoring during the professional placement component of a pre-service teacher education degree is then proposed.
Nearly three decades of research on mentoring has offered empirically supported processes in developing a mentoring relationship. Yet the application of mentoring within family businesses has received little exploration. Since much of the current mentoring literature is focused on general workplace mentoring, it is not clear how the multidimensional and interdependent systems within family businesses might complicate the translation of the existing literature to family business populations. This study examines interorganizational family business mentoring relationships to determine whether there are any issues which differentiate it from the existing mentoring research findings.
Involvement in research has become a fixture in undergraduate science education across the United States. Graduate and postdoctoral
students are often called upon to mentor undergraduates at research universities, yet mentoring relationships in undergraduate—graduate/postdoctoral
student dyads and undergraduate—graduate/postdoctoral student—faculty triads have been largely unexamined. Here, we present
findings of an exploratory case study framed by relational theory that identifies the motives, gains, and challenges reported
by graduate/postdoctoral students who mentored undergraduates in research. Graduate/postdoctoral mentors experienced a wide
range of gains, including improved qualifications and career preparation, cognitive and socioemotional growth, improved teaching
and communication skills, and greater enjoyment of their own apprenticeship experience. Notably, graduate/postdoctoral mentors
reported twice as many gains as challenges, neither of which were limited by their motives for mentoring. Indeed, their motives
were fairly narrow and immediate, focusing on how mentoring would serve as a means to an end, while the gains and challenges
they reported indicated a longer-term vision of how mentoring influenced their personal, cognitive, and professional growth.
We propose that understanding the impact of mentoring undergraduates on the education and training of graduate/postdoctoral
students may uncover new ideas about the benefits reaped through undergraduate research experiences.
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