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(Arévalo, 2004, p. 17)
Organizational Mentoring TrendsFormal mentoring programs are being implemented across the nation: It is estimated that a third of the nation’s major companies have a formal mentoring program and this figure is expected to continue to increase (Ragins & Cotton, 1999). The more a mentoring relationship is characterized successively by respect, trust, consistency and active teaching, the more the mentee is likely to learn from it (Clawson, 1983). These are developmental relationships that have a life span and differing stages including endings. Formal mentoring relationships where a mentor takes an active interest in and initiates actions to advance the development of another, has a key role in the development of another’s leadership capabilities (Rock & Garavan, 2006). Some mentors do not seem to be aware of the formalization of their role. Studies showed that mentors felt that training and experience should be formalized and recognized by an accredited training system and qualifications provided (Devlin, 2002).
Impact of Formal Mentoring Training Programs in Higher EducationMentoring Training Programs for higher education mentors showed a 50% to over 86% retention rate in first year graduate, undergraduate and transfer students (Powell, 2008). Mentoring has led to increased retention rates when mentors are provided with training in the context of wider social issues impacting the lives of the mentees (Cropper, 2000). Mentors are trained to tailor functions and/or interventions to further the mentee’s short and long range goals as they are identified. Overwhelming research agrees that formal mentoring training is imperative for mentors who are willing and interested in becoming meaningfully involved in students’ lives; going well beyond the scope of their role as faculty, professional staff, advisers or researchers (Johnson, 2007; Momany & Cullingford, 2006; Crow & Matthews, 1998; Phillips-Jones, 1982; Mathews, 2003; Scott & Gregg, 2000; Davidson & Foster-Johnson, 2001; Miller, 2002; Zeind, et al., 2005; Schlee, 2000; Marrelli, 2004; National Mentoring Center, 2008; Flaxman, Ascher & Harrington, 1988; Jonson, 2002; Jones, 2000; Jucovy, 2008; Cohen, 2000; Murray & Owen, 1991; Arevalo, 2004, Kram, 1983, 1985; Zachary, 2000, 2006; Wilson, 1994)
Training Program for Higher Education Mentoring Best Practices
Implementation of formal mentoring programs call for training sessions to help mentors understand expectations, goals and roles (Hezlett & Gibson 2005). Mentors require initial in-service training and more explanation of their roles before they start mentoring (Jones, 1988). Training cannot compensate for the lack of spontaneity of the connection but it ensures that a mentor will exhibit certain appropriate behaviour by defining and regulating the activity between the mentor and mentee and thus increases the probability that certain objectives in mentoring will be met (Flaxman, et al., 1998).
Based on a review of these articles, sixteen best practices are outlined below with several associated subtopics. In initiating mentor training, three elements are considered: what to mentor (content), how to mentor (methods), and assessment of mentoring (Crow & Matthews, 1998).
UNM freshman retention rates dropped from 76.0% to 74.4% in 2004/5. Average high school GPA for acceptance has dropped. In 2000, only 43.4% of students enrolled in a degree program actually graduated.
Mentoring is focused on cognitive social development which includes: skill, performance, vocation, academic, professional development, interpersonal development.
The main purpose of this project is to identify Mentoring Best Practices in Higher Education able to improve student satisfaction, GPA, and graduation rates.
*Statistics from 2006-2007 UNM Fact Book pg. 4
WHY MENTORING
PROBLEM AND PURPOSE ROLES AND BENEFITS LITERATURE SUPPORT
CONCLUSIONS
REFERENCES
ROLES Organization Mentee/Protégé Mentor
Provides a climate to encourage academic and
professional growth
Proactively identifies his/her own needs; manages
own self-development
Challenges mentee
to excellence
Establishes organizational structures to foster a
mentoring culture
Creates meaningful goals and action plans
Provides coaching, counseling,
and advising
Manages change for communities of practice to
emerge
Actively engages in the mentoring relationship
Develops mentee’s self-confidence and provides
intentional models
Promotes mentoring best practices and benchmarking
Develops intrinsic motivation and autonomy
Supports, stimulates, and nurtures professionally and
personally
BENEFITS Organization Mentee/Protégé Mentor
Attracts and retains students, faculty and staff
Exposure to educational opportunities and career
advancement
Gains a renewed enthusiasm for his/her
profession
Improves productivity through individual and organizational learning
Increases self-confidence and competence
Gains new insights and the opportunity to evaluate
critically intuitive processes
Gains recognition for quality programs, graduates
and research
Develops academic and professional networks
Gains opportunities for career advancement
Maximizes intellectual capital, time, effort, and
resources
Learns leadership and interpersonal skills to cultivate competitive
advantages
Gains validation of
self and work
Creates high level of institutional pride and
engagement
Becomes an assertive life-long learner by engaging in
meaningful relationships
Gains long-lasting and meaningful relationships
Arévalo, E. ( 2004, June). Designing and customizing mentor training. Folsom, CA:Center of Applied Research Solutions.
Please refer to handout for complete reference list.
Mentoring In Higher EducationElizabeth Alyn Johnson OLIT Ph.D. Student
with Nora Dominguez, OLIT Ph.D. Candidate and Mark Smith, OLIT Ph.D. Candidate