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8/7/2019 A Model for Faculty Mentoring
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It is NOT precepting, coaching, supervising,facilitating or teaching
Mentoring involves a voluntary, mutually
beneficial and usually long-termprofessional relationship. In this relationship,one person is an experienced andknowledgeable leader (mentor) who
supports the maturation of a less-experienced person with potential(mentee)
Can be either a Informal or Formal process
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F
or mentees
Career-related benefits
Sponsorship
Protection
Exposure & visibility Challenging assignments/skill
building/knowledge transfer
Psychosocial benefits
Role modeling
Friendship
Acceptance & confirmation
Counseling
F
or mentors
Instrumental benefits
Learning/exposure to newideas & techniques
Recognition by others Networking opportunity
Relational benefits
Rewarding experience
Loyal support
Psychological generativity
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Increases productivity and commitmentamong the faculty
Builds and sustains a culture of support for
faculty as they pursue careeradvancement
Encourages collegiality within and acrossdisciplines
Increases collaboration among colleagues Reinforces the effort and investment put
into recruiting new colleagues
Reduces faculty turnover
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470 nursing schools June 2009 there were 422,978 students
enrolled in Nursing
152 of the470
schools have belowaverage number of nursing boardpassers
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T take on phase
E
engagement phase
A- achievement phase
M-
maintenance phase
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Appropriate mentors and
mentees within the nursingschool are assigned
Focus: Role Adjustment
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Mentees
Development
Mentors Role
Roleadjustment
Skills
development
Learn Job tasks
Developsdecision
Making Skills
InspirerModel
Supporter
Teacher
Department
Heads Role
Deans Role
Matching the
mentors andmentees
Facilitate
trainings
Discusses and
illustrates thementorship
model's goals,
objectives and
stages
orientation
Develop
training plan
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Begin to establish and
agree on morecomprehensive goals
Focus: Establishment ofgoals
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Mentees
Development
Mentors Role
Clearer role
expectations
More
independent in
performing
tasks
Able to solveproblems
May orient
newer nurses
Supporter
Feedback-
giver
Problem-
Solver
Energizer
Idea- Bouncer
Department
Heads Role
Deans Role
Ensures the pair
understands the
commitmentReviews
learning plan
Assist pairings
who experiencedifficulty
Reassignment
of matches
Intervenes if
necessary when
conflict occurs
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The mentor and mentee work
diligently towards theirestablished goals.
Focus: Professional
Development
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Mentees
Development
Mentors Role
Seeks increasedresponsibilities
Independent in
role
May need
another mentor
InvestorStandard-
prodder
Door opener
Department
Heads Role
Deans Role
Mentorship
initiativeevaluation
Liaising with
humanresources and
senior
administration
on outcomesof the
mentorship
initiative
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The mentee is self-sufficient
and integrated into theculture of the organization
Focus: Partnership and
Collaboration
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Mentees
Development
Mentors Role
Professionally
mature
Finds identity inarea
Asks more
complex
questions
Pursues advancedegree or higher
position
Becomes a
mentor
Investor
Standard-
prodderDoor-opener
Career
counselor
Challenger
Eye-opener
Department
Heads Role
Deans Role
Assists the
mentor ormentee to move
onto other
relationships
Updates
profiles androster of
mentors and
mentees
Coordinated
mentorshiprecognition
activities
Evaluation
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Identify purpose of program Develop mission statement Set specific program goals
Align with department culture Integrate with other existing programse.g., other developmental opportunities for
junior faculty (e.g., grantsmanship, junior
faculty roundtables)e.g., other developmental opportunities forsenior faculty (e.g., preparation foradministrative roles, leadership development)
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Identify champions & key supporters
Develop communication strategy
Identify target population
Identify & secure resources
Find a home for the program
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Recruit/identify potential mentors
Recruit/identify potential protgs
Identify participation requirements
Determine program timeline & guidelinesfor interaction
Identify matching method (seehandouts)
Provide training for mentors & protgs
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Determine strategies for providing on-going support to protgs
Determine strategies for providing on-
going support to mentors
Develop methods to monitor program
(mechanism, frequency, responsibility) Identify evaluation criteria
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Program evaluation is essential,especially in early stages
What to measureHow to measure
When to measure
Evaluation criteria must link back toprogram goals & objectives
Eby (2010 )University of Georgia
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Relationship problems
Both mentors & protgs report problems
Most common problems for protgs: mentorneglect, mismatches, lack of mentor expertise
Most common problems for mentors: protgunwillingness to learn, mismatches, subtleconflicts, jealousy/submissiveness
Problems associated with strain reactions,negative work attitudes
Eby et al. (2004, 2008), Eby & McManus (2003), Eby & Allen (2002)
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Voluntary participation by both mentor &protg
Contracting Training for both mentor & protg Trial period with mentor (escape strategy) Back-up mentor
Accountability systems (e.g., periodic checkins)Allen, Eby, & Lentz (2006), Eby & Lockwood (2005); Finkelstein & Poteet (2007);Ragins et al. (2000)
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Mentoring
It occurs outside of a line manager-
employee relationship, at the mutualconsent of a mentor and mentee.
It is career-focused or focused onprofessional development that may beoutside a mentee's area of work.
Relationships are personal--
a mentorprovides both professional and personalsupport.
Relationships may be initiated bymentors or created through matchesinitiated by the organization.
Relationships cross job boundaries. Relationships last for a specific period of
time (nine months to a year) in a formalprogram, at which point the pair maycontinue in an informal mentoringrelationship.
Coaching Managers coach their staff
as a required part of the job. Coaching takes place
within the confines of aformal manager-employeerelationship.
The focus is to developindividuals within their
current job. The interest of the
relationship is functional,arising out of the need forindividuals to perform thetasks required to the best oftheir ability.
Managers tend to initiateand drive the relationship. The relationship is finite,
ending when an individualhas learned what the coachis teaching.
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