• Behavioural indicators of effective and ineffective mentoring: An empirical study of mentor and protégé behaviour within a UK public sector organisation.

      Hamlin, Robert G.; Sage, Lesley (University Forum for Human Resource Development (UFHRD), 2008)
      Most mentoring research has investigated the antecedents, outcomes and benefits of mentoring and also the characteristics of mentors and mentees, but little attention has been given to the quality of the mentoring process or the effectiveness of mentoring relationships (Fagenon-Eland et al, 1997; Young and Perrewé, 2007). Yet for formal work-based mentoring programmes it is important to identify what differentiates ‘more effective’ from ‘less effective’ mentoring relationships (Ragins et al, 2000, Wanberg et al, 2007), particularly the behaviours of mentors and mentees that contribute to both ‘positive’ and ‘negative’ mentoring experiences (Eby et al, 2000; Bozeman and Feeney, 2007). This study investigated the mentoring component of a leadership development programme within a major UK public sector organization in order to identify the behavioural criteria of mentoring effectiveness from both the mentor and mentee perspective. Concrete examples of ‘effective’ and ‘ineffective’ mentor and mentee behaviours as observed respectively by mentees and external mentors were collected using the Critical Incident Technique (Flanagan (1954). These were analysed, reduced and classified using content and thematic analytic methods. From 167 usable critical incidents so obtained 187 discrete items of behaviour were identified. Of these 81 related to positive (effective) and 22 to negative (ineffective) mentor behaviour and 68 to positive (effective) and 16 to negative (ineffective) mentee behaviour. These were then grouped and classified into analytic categories which resulted in 11 positive and 4 negative mentor behavioural categories (criteria) and 9 positive and 3 negative mentee behavioural categories (criteria) being identified. The results lend support to Kram’s (1985) ‘two-function’ model of mentoring and to the recent emergent concepts of ‘negative’ and ‘marginal’ mentoring (Eby, et al, 2000; Eby and McManus, 2004). They also provide further empirical insights for HRD practitioners concerned with developing guidelines and interventions to enhance the effectiveness of formal mentoring programmes. This study is an inquiry into organizationally based formal mentoring relationships in which the mentors have been drawn from other organizations (Young and Perrewé, 2000). It has been located in both the ‘mentoring’, ‘coaching’ and ‘human resource development (HRD)’literatures for two main reasons. Firstly, although various writers claim ‘mentoring’ is different from ‘coaching’ (Cranwell-Ward, Bossons and Gover, 2004; Grant, 2001), the terms ‘mentoring’ and ‘coaching’ are often used interchangeably in many organizations with many people unable to make a clear distinction between them (D’Abate, Eddy and Tannenbaum, 2003; Klasen and Clutterbuck, 2002). The second reason is that for several decades coaching, mentoring and other forms of workplace learning have been core roles of HRD professionals (See Davis, Naughton and Rothwell, 2004; Hezlett and Gibson, 2005; Plunkett and Egan, 2004). Furthermore, increasingly, mentoring has been recognized as a powerful HRD intervention that assists employers in career advancement, serves as a form of on-the-job-training, and helps create learning organizations (Hegstad and Wentling , 2005).
    • Exploring mentors' interpretation of terminology and levels of competence when assessing nursing students: An integrative review.

      Almalkawi, Ibraheim; Jester, Rebecca; Terry, Louise (Elsevier, 2018-07-18)
      The purpose of this integrative review is to evaluate the empirical and theoretical literature on the challenges mentors face in interpreting and assessing levels of competence of student nurses in clinical practice. An integrative review of the literature. An extensive and systematic literature search was conducted covering the period 1986-September 2016 across twelve databases covering health and education related publications. Grey literature was searched from wide relevant sources. Sources were eligible for review when they referred to mentor's interpretation or assessment of student nurses' level of competence in practice settings. Methodological rigor of the included studies was evaluated with the Mixed Methods Appraisal Tool.
    • Mentoring the mentors: a critical reflection of the process of designing and supporting mentor training for post-compulsory sector teaching mentors

      Hughes, Julie; Stokes, Michael (University of Wolverhampton, 2004)
      Each pre or in-service student registered on the University of Wolverhampton's PGCE course is allocated an observer who assesses his or her teaching practice. Prior to September 2002 the observer's title was that of work-based assessor. However, the PGCE team felt that the role undertaken and the responsibilities inherent in the support and observation of the development of teaching practice were dimished somewhat by the use of this rather technical label. The title "Teaching Mentor" was adopted in September 2002. This research reflects the PCE (post-compulsory education) team's attempts to ensure that the shift was not simply semantic, but instead may be seen to be ahead of sectoral developments in its focus upon the individuals who mentor new or unqualified teachers and upon their education and training needs.
    • The views of doctors in their first year of medical practice on the lasting impact of a preparation for house officer course they undertook as final year medical students.

      Matheson, Catherine B; Matheson, David J; Saunders, John H; Howarth, Claire (BioMed Central, 2010-06-23)
      The UK General Medical Council recommends that medical students have the opportunity of shadowing the outgoing new doctor whose post they will soon undertake. At the University of Nottingham the two-week shadowing period was preceded by two weeks of lectures/seminars wherein students followed sessions on topics such as common medical/surgical emergencies, contracts, time management, surviving the first two years of clinical practice, careers advice and so on. The present study aimed to gain a better knowledge and understanding of the lasting impact of a four-week preparation course for new Foundation Year 1 doctors [F1 s - interns]. The objectives chosen to achieve this aim were: 1/ to determine the extent to which the lecture/seminar course and shadowing period achieved their stated aim of smoothing the transition from life as a medical student to work as a new doctor; 2/ to evaluate perceptions of the importance of various forms of knowledge in easing the transition between medical student and new doctor