scholarly journals Effective Characteristics of Formal Mentoring Relationships: The National Athletic Trainers' Association Foundation Research Mentor Program

2017 ◽  
Vol 12 (4) ◽  
pp. 244-255 ◽  
Author(s):  
Sara L. Nottingham ◽  
Stephanie M. Mazerolle ◽  
Jessica L. Barrett
Keyword(s):  
Athletic Trainers ◽  
Junior Faculty ◽  
Phenomenological Approach ◽  
Effective Characteristics ◽  
Mentoring Relationships ◽  
Mentor Program ◽  
Formal Mentoring ◽  
Faculty Position ◽  
Informal Mentoring ◽  
National Athletic Trainers Association

Context: Mentoring is a beneficial mechanism to support junior faculty members as they navigate job expectations, institutional nuances, and the professional landscape during the first few years as a faculty member. Whereas effective characteristics of informal mentoring relationships are generally understood, less is known about factors that contribute to formal mentoring relationships. Objective: Gain mentor and mentee perceptions of effective mentoring in a formal setting. Design: Qualitative phenomenology. Setting: Higher education institutions. Patients or Other Participants: Six mentees (4 women and 2 men with 3 ± 4 years in their current faculty position) and 4 mentors (2 women and 2 men with an average of 10 ± 3 years in their current faculty position) participating in the 2015 National Athletic Trainers' Association Foundation mentor-program cohort. Main Outcome Measure(s): Participants completed one telephone interview before starting the mentor program and one interview upon program completion 11 months later. Participants also completed 3 structured online journals at 3-month increments throughout their participation in the program. Two researchers independently analyzed the interview and journal data using a phenomenological approach. To improve trustworthiness, we used peer review and pilot testing of the interview guides, member-checks, and multiple-analyst triangulation. Results: Participants described effective mentoring relationships as those that facilitated collaboration and demonstrated humanistic qualities. Participants who collaborated on scholarly activities during their mentoring experience perceived this to be a highly valuable aspect of the experience that increased the potential for a long-lasting relationship. Whereas the mentoring focused on professional development, humanistic attributes such as approachability and personal connections further enriched participants' mentoring experiences. Conclusions: Participants in formal mentoring experiences describe effective mentoring characteristics similarly to those who have participated in informal mentoring and should be encouraged to exhibit them. Additionally, coordinators of formal mentoring programs should provide participants with resources and guidance to facilitate their experiences.

scholarly journals Promising and Established Investigators' Experiences Participating in the National Athletic Trainers' Association Foundation Research Mentor Programa

2017 ◽  
Vol 52 (4) ◽  
pp. 368-376 ◽  
Author(s):  
Sara L. Nottingham ◽  
Stephanie M. Mazerolle ◽  
Jessica L. Barrett
Keyword(s):  
Athletic Training ◽  
Athletic Trainers ◽  
Phenomenological Approach ◽  
Mentoring Relationships ◽  
Grant Writing ◽  
Mentor Program ◽  
Novice Faculty ◽  
National Athletic Trainers Association ◽  
Research Mentor ◽  
Qualitative Phenomenological

Context:  Mentorship is a helpful resource for individuals who transition from doctoral student to tenure-track faculty member. The National Athletic Trainers' Association (NATA) Research & Education Foundation offers a Research Mentor Program to provide mentorship to promising investigators, particularly as they work to establish independent lines of research. Objective:  To gain the perspectives of promising and established investigators on their participation in the NATA Foundation Research Mentor Program. Design:  Qualitative, phenomenological research. Setting:  Higher education institutions. Patients or Other Participants:  Seven promising investigators (5 women, 2 men) and 7 established investigators (2 women, 5 men), all of whom had completed the NATA Foundation Research Mentor Program. Data Collection and Analysis We developed and piloted intervi: ew guides designed to gain participants' perspectives on their experiences participating in the NATA Foundation Research Mentor Program. Semistructured telephone interviews were completed with each individual and transcribed verbatim. Data were analyzed using a phenomenological approach, and saturation was obtained. Trustworthiness was established with the use of member checking, multiple-analyst triangulation, and data-source triangulation. Results:  Three themes emerged from the interviews: (1) motivation, (2) collaboration, and (3) resources. Participants were motivated to become involved because they saw the value of mentorship, and mentees desired guidance in their research. Participants believed that collaboration on a project contributed to a positive relationship, and they also desired additional program and professional resources to support novice faculty. Conclusions:  Promising and established investigators should be encouraged to engage in mentoring relationships to facilitate mentees' research agendas and professional development. The NATA Foundation and athletic training profession may consider providing additional resources for novice faculty, such as training on effective mentoring; grant writing and other research-related tasks; and support for broader faculty responsibilities, such as teaching, service, and work-life balance.

scholarly journals Formal Mentoring in Athletic Training Higher Education: Perspectives from Participants of the National Athletic Trainers' Association Foundation Mentor Program

2018 ◽  
Vol 13 (2) ◽  
pp. 90-101
Author(s):  
Stephanie M. Mazerolle ◽  
Sara L. Nottingham ◽  
Jessica L. Barrett
Keyword(s):  
Higher Education ◽  
Athletic Training ◽  
Telephone Interview ◽  
Athletic Trainers ◽  
Professional Service ◽  
Mentoring Programs ◽  
Mentor Program ◽  
Formal Mentoring ◽  
National Athletic Trainers Association ◽  
Formal Mentoring Programs

Context: Formal mentoring programs can help to socialize new faculty members in higher education and orient them to faculty life. Organizations may implement formal mentoring programs to create connections between professionals, and formal mentoring is occurring in athletic training. Objective: To explore the experiences of athletic training faculty as they participate in a formal mentoring program. Design: Qualitative phenomenology. Setting: Higher education institutions. Patients or Other Participants: Ten members of the 2015 National Athletic Trainers' Association (NATA) Foundation Mentor Program, 6 mentees and 4 mentors. Mentees: 2 male and 4 female with an average of 3 years (±4; range, 1–12) in their current position. Mentors: 2 male and 2 female with an average of 10 years (±3; range, 6–12) of experience in their current positions. Main Outcome Measure(s): Participants completed 1 telephone interview prior to starting the NATA Mentor Program and completed 1 telephone interview upon completion of the mentor program. Participants also completed 3 online structured journals at 3-month increments while participating in the program. Two investigators independently analyzed data with a phenomenological approach, and a third investigator reviewed findings as a peer reviewer. Trustworthiness was addressed with member checking, piloting, and peer review of the interview guides, and multiple analyst triangulation. Results: Mentors completed the program as a way to stimulate collaboration and give back to the athletic training profession. Mentees sought out the program as a means to gain support in their research endeavors and to stimulate networking opportunities. Conclusions: The NATA Foundation Mentor Program offers a mutually beneficial experience for mentors and mentees, and participants were satisfied with their experiences. Mentee participants recognized the program gave them a chance to gain an external perspective and advance their research agendas, while mentors learned from their mentees and were able to use the program as a means to gain professional service.

scholarly journals Examining the Role Mentorship Plays in the Development of Athletic Training Preceptors

2016 ◽  
Vol 11 (3) ◽  
pp. 127-137 ◽  
Author(s):  
Sara Nottingham ◽  
Jessica L. Barrett ◽  
Stephanie M. Mazerolle ◽  
Christianne M. Eason
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Outcome Measure ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Multiple Roles ◽  
Mentoring Relationships ◽  
Athletic Training Educators ◽  
Ongoing Development ◽  
National Athletic Trainers Association

Context: Mentorship has been identified as a contributor to the socialization of athletic training preceptors. Understanding how mentorship occurs and contributes to preceptor development may help athletic training educators facilitate effective mentorship within their athletic training programs. Objective: Examine preceptors' perceptions of mentoring as part of their socialization into this role. Design: Qualitative study. Setting: Commission on Accreditation of Athletic Training Education programs. Patients or Other Participants: Twelve athletic trainers representing 4 National Athletic Trainers' Association districts, including 5 men and 7 women, average age = 32 ± 10.5 years, and average of 5 ± 5.0 years' experience as a preceptor. Main Outcome Measure(s): Participants responded to 14 interview questions regarding their perceptions of mentoring. Two researchers analyzed data using an inductive approach to identify themes and supporting categories. Trustworthiness was established by piloting the interview, using multiple analyst triangulation, and peer review. Results: Four themes emerged from the data: (1) characteristics, (2) processes, (3) mentoring by emulating, and (4) roles of mentoring. Participants identified that communication and commitment are characteristics of effective mentorship. Preceptors learn to mentor by emulating other preceptors, and mentoring relationships develop through both formal and informal processes. Mentoring serves multiple roles for preceptors, including providing a support system and facilitating reciprocal learning for both mentors and protégés. Conclusions: Participants perceive mentoring as beneficial to their initial and ongoing development as preceptors. Preceptors learn to mentor by emulating current and past mentors, emphasizing the importance of modeling for both preceptors and students. Clinical education coordinators can facilitate the mentoring of preceptors by educating them on the benefits of engaging in it as well as connecting experienced preceptors with newer preceptors.

scholarly journals Doctoral Preparation Influence on New Faculty's Perception of Role Transition

2018 ◽  
Vol 13 (4) ◽  
pp. 340-347 ◽  
Author(s):  
Brianne F. Kilbourne ◽  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman
Keyword(s):  
Higher Education ◽  
Doctoral Education ◽  
Phenomenological Study ◽  
Doctoral Program ◽  
Junior Faculty ◽  
Full Time ◽  
Faculty Role ◽  
Faculty Position ◽  
Doctoral Preparation ◽  
National Athletic Trainers Association

Context: Teaching, scholarship, and service are required of all faculty in order to earn tenure. Faculty members hired directly from doctoral programs may not be adequately prepared to face the responsibilities of a full-time position in the professoriate. Objective: To explore what mechanisms as part of doctoral education influenced the perceptions of junior faculty development while transitioning postgraduation. Design: Qualitative phenomenological study. Setting: Fourteen higher education institutions. Patients or Other Participants: Sixteen junior faculty (7 male, 9 female, age = 32 ± 3.5 years) representing 7 National Athletic Trainers' Association districts participated. At the time of the interview, participants were within their first 3 years of a full-time faculty position. All participants earned doctorates from residential programs and had an assistantship position. Main Outcome Measure(s): All participants completed a semistructured telephone interview. The interview guide was focused on the experiences of junior faculty within their first 3 years in a tenure-track position. Questions were grounded within the literature and purpose of the study. We analyzed the interviews through a psychosocial developmental lens using a general inductive approach. Results: Two themes of doctoral preparation emerged that influenced the perceptions of junior faculty transitioning into a faculty role: breadth and depth of the doctoral assistantship and doctoral coursework related to academia. Doctoral assistantships with breadth and depth helped participants develop competence, while doctoral coursework related to academia provided content expertise. Conclusions: Doctoral education is the platform for transition into academia. Our findings suggest that doctoral program assistantships that provided both breadth and depth of experience facilitated transition. Coursework related to academia influenced perceptions of transition into the faculty role by exposing participants to pedagogy and higher education infrastructure.

scholarly journals High enthusiasm about long lasting mentoring relationships and older mentors

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Heba A. Mohtady ◽  
Karen D. Könings ◽  
Mohamed M. Al-Eraky ◽  
Arno M. M. Muijtjens ◽  
Jeroen J. G. van Merriënboer
Keyword(s):  
Mentoring Relationships ◽  
Formal Mentoring ◽  
Informal Mentoring ◽  
Medical Practitioners ◽  
Mentoring Relationship ◽  
Role Modelling ◽  
Factors Influencing ◽  
Interpersonal Characteristics ◽  
The Relationship ◽  
Insight Into

Abstract Background Mentoring plays a pivotal role in workplace-based learning, especially in the medical realm. Organising a formal mentoring programme can be labor and time intensive and generally impractical in resource constrained medical schools with limited numbers of mentors. Hence, informal mentoring offers a valuable alternative, but will be more likely to be effective when mentors and protégés share similar views. It is therefore important to gain more insight into factors influencing perceptions of informal mentoring. This study aims to explore mentors and protégés’ perceptions of informal mentoring and how these vary (or not) with gender, age and the duration of the relationship. Method We administered an Informal Mentor Role Instrument (IMRI) to medical practitioners and academics from Egypt, Pakistan and Saudi Arabia. The questionnaire was developed for the study from other validated instruments. It contained 39 items grouped into 7 domains: acceptance, counselling, friendship, parenting, psychological support, role modelling and sociability. Results A total of 103 mentors and 91 protégés completed the IMRI. Mentors had a better appreciation for the interpersonal aspects of informal mentoring than protégés, especially regarding acceptance, counselling and friendship. Moreover, being older and engaged in a longer mentoring relationship contributed to more positive perceptions of interpersonal aspects of mentoring, regardless of one’s role (mentor or protégé). Conclusion It can be concluded that the expectations of mentors and protégés differed regarding the content and aim of the interpersonal characteristics of their mentoring relationship. We recommend mentors and protégés to more explicitly exchange their expectations of the informal mentoring relationship, as typically practiced in formal mentoring. Additionally, in our study, seniority and lasting relationships seem crucial for good informal mentoring. It appears beneficial to foster lasting informal mentoring relationships and to give more guidance to younger mentors.

Formal Mentoring Programs: A Mentor-Centric and Longitudinal Analysis

2010 ◽  
Vol 37 (6) ◽  
pp. 1527-1557 ◽  
Author(s):  
Frankie J. Weinberg ◽  
Melenie J. Lankau
Keyword(s):  
Psychosocial Support ◽  
Mentoring Programs ◽  
Mentoring Relationships ◽  
Future Research ◽  
Negative Effects ◽  
Formal Mentoring ◽  
Informal Mentoring ◽  
Program Satisfaction ◽  
Formal Mentoring Programs ◽  
Longitudinal Examination

Formal mentoring programs are becoming more popular as organizations attempt to reap the benefits that have long been associated with informal mentoring. The present study adds to the small number of mentor-centric studies and offers a unique longitudinal examination of formal mentoring programs. Findings suggest that as formal mentoring relationships develop over time, mentors begin to use their time more efficiently and the negative effects of cross-gender differences dissipate. Furthermore, whereas mentor reports of psychosocial support and role modeling appear to relate to mentor program satisfaction and protégé reports of mentor effectiveness, reports of vocational support appear to have no impact on these variables. Study limitations are discussed, and implications for future research and for practice are suggested.

Attributes of Effective Mentoring Relationships for Novice Faculty Members: Perspectives of Mentors and Mentees

2017 ◽  
Vol 12 (2) ◽  
pp. 152-162 ◽  
Author(s):  
Jessica L. Barrett ◽  
Stephanie M. Mazerolle ◽  
Sara L. Nottingham
Keyword(s):  
Faculty Member ◽  
Athletic Training ◽  
Faculty Members ◽  
Time Constraints ◽  
Mentoring Relationships ◽  
Mentor Program ◽  
New Faculty ◽  
Novice Faculty ◽  
National Athletic Trainers Association ◽  
Research Mentor

Context: Although doctoral education provides ample opportunities for skill development, the new faculty member may still require further support and guidance. Mentorship is often the mechanism whereby continued encouragement is provided. Limited understanding exists of the mentoring relationships developed between a new faculty member and a seasoned one. Objective: To understand the mentoring relationship from the perspectives of new and seasoned faculty members who have engaged in mentoring relationships. Design: Qualitative study, phenomenology. Setting: Selected higher education institutions with Commission on Accreditation of Athletic Training Education–accredited programs. Patients or Other Participants: From the National Athletic Trainers' Association (NATA) Foundation Research Mentor program we successfully recruited 7 mentors (5 male, 2 female) and 7 mentees (2 male, 5 female). We additionally recruited 7 mentors (5 male, 2 female) and 7 mentees (2 male, 5 female) who had not completed the NATA Foundation Research Mentor program. Main Outcomes Measure(s): We completed semistructured phone interviews following an interview script. Interviews were transcribed and saturation was obtained. Analysis was grounded by the general inductive approach. Peer review and researcher triangulation were completed for trustworthiness. Results: Two major themes materialized: (1) positive mentoring relationships and (2) challenges. Three primary attributes emerged as necessary for positive mentoring relationships between new and experienced faculty members: (1) active engagement from both mentor and mentee (this theme was furthered divided by the subthemes of reciprocity, motivation, and availability), (2) communication, and (3) similar interests. Mentees' resistance to mentoring and mentors' time constraints emerged as challenges. Conclusions: Mentoring relationships develop when there is shared interest, ongoing communication, and an investment made by both parties. New faculty members may be resistant to mentoring because of struggles receiving feedback, while experienced faculty may have competing time constraints that limit availability.

An Analysis of Formal Mentoring Programs and Perceived Barriers to Obtaining a Mentor at Large Public Accounting Firms

1999 ◽  
Vol 13 (1) ◽  
pp. 37-53 ◽  
Author(s):  
Ralph E. Viator
Keyword(s):  
Perceived Barriers ◽  
Mentoring Programs ◽  
Mentoring Relationships ◽  
Public Accounting ◽  
Formal Mentoring ◽  
Accounting Firms ◽  
Informal Mentoring ◽  
Public Accounting Firms ◽  
Formal Mentoring Programs ◽  
Goals And Objectives

One way for firms to promote the mentoring of employees is to establish formal programs that match employees with potential mentors. Whether employees are satisfied with such formal mentoring is an empirical question. This paper examines that issue as well as whether formal mentoring programs serve to reduce perceived barriers to obtaining a mentor. The study is based on survey data obtained from 723 respondents currently working at the major public accounting firms. The study found that certain methods for matching potential mentors and prote´ge´s, as well as certain formal structures (e.g., meeting regularly and setting goals and objectives), are associated with greater mentorship satisfaction by employees. Also, the study found evidence that employees exposed to formal mentoring programs perceive no more barriers to obtaining a mentor than employees who develop informal mentoring relationships. No evidence was found suggesting that female employees, compared to males, perceived greater barriers to obtaining a mentor, or were more likely to leave the firm. These results suggest that formal mentoring programs may be associated with a changing social structure at the large public accounting firms.

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