Term Paper: Mentoring Process in a Business

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SAMPLE EXCERPT:

[. . .] Instrument Design

Survey questionnaires were selected as the means for collecting data. The questionnaires were then distributed to the contact person at each institution. The contact person carried out the administration of the questionnaire within a given five day period.

Data Collection

The questionnaires were distributed with an explanatory cover letter. Participants were asked to return their completed questionnaires directly to the researcher. Using this method there was a 72.8% return rate as seen in Table One below:

Group

Surveys Sent

Surveys Returned

Non- Respondents

Response Rate

Mentors

Beginning Professionals

Administrators

Summary

This study was designed to be a formative evaluation of established mentoring programs in various professional fields. An anonymous questionnaire was distributed to beginners, mentors, and administrators. The surveys results and descriptive statistics were applied to the data.

CHAPTER IV

Findings

This descriptive research study was designed to examine the effectiveness of mentoring in education, law, and medicine. The following research questions were the basis for the questionnaire which was distributed:

What is the selection process for mentors in your organization?

Who selects mentors?

What criteria are used in the selection of mentors?

What is the level of satisfaction with the selection process?

What changes would improve the selection process for mentors?

What is the procedure used for the assignment of mentors to new professionals?

What criteria are considered in the matching of mentors with new teachers?

What is the level of satisfaction with the assignment procedure?

What changes would improve the procedure for assignment of mentors to new professionals?

How well are mentors being prepared to provide assistance needed by new

Professionals?

What are the areas in which beginning professionals need assistance?

How well do mentors and administrators understand these needs?

How well do mentors and administrators meet these needs?

Analysis of Responses

The following table shows the years of experience of the mentors who returned the survey:

Mentors' Years of Experience

Years of Experience to 5 to 10

11 to 15

16 to 20

Over 20

Other data gathered from the research included the characteristics which the mentors and proteges thought were important. These qualities are as follows:

Enthusiasm

Concern for others

Sense of timing

Approachability

Willingness to share

Trustworthiness

Flexibility

Self-confidence

Sense of humor

Willingness to take the initiative

Creativity

Willingness to take risks

Idealism

In addition, the mentors and proteges were asked to respond to a question about their satisfaction with the selection process.

Satisfaction With Selection Procedures

Mentor Average 2.09

Protege Average 2.19

On a scale of 1 to 6 with 1 being very satisfied with present selection method and 6 being very unsatisfied with the present selection process.

It appears from the data, that most mentors and proteges are more than satisfied with the present selection process in their organization. Zey (1984,1986,1989) has extensively studied the impact of personalities on mentoring relationships. He concludes that compatibility between mentors and beginners is important to the relationship.

Summary

This study was designed as an examination of the mentoring policies and programs in certain businesses. The focus of the study was to examine the criteria and procedures for selection and assignments of mentors and the effectiveness of the mentoring process.

Results concerning the importance of mentoring agreed with other mentoring research. The major problem in all three settings was the inability to find enough time to discuss and answer questions.

Chapter VI

Summary, Implications, and Recommendations

Summary of the Study

This descriptive research study was designed to measure the effectiveness of mentoring in three distinct settings. The major findings of this study revealed issues which concerned mentor selection and assignment. Respondents do believe that mentoring increases the likelihood of a protege remaining in the given profession. They also indicated high agreement to the concept that mentoring improves the mentor's and protege's job performance.

Implications

The results of this study will be helpful in several areas. Human resource managers should be able to recognize the importance of mentoring the new employees. Each business has its own unique challenges and problems which may indicate the need for more specialized mentor training which addresses these individual needs. Finally, since the participants indicated that mentoring program increases the retention rate of new employees, it would benefit any business to begin to keep reasons of the reasons why beginners leave the organization. Having this would help the mentor program's planner more specifically address the needs of the beginners.

References

Anderson & Shannon. (1988). "Toward a conceptualization of mentoring." Journal of Teacher Education, 39(1), 38-42.

Barnett & Kirkpatrick. (1986). California's Mentor Teachers: Two Years of Learning.

San Francisco, CA: Far West Laboratory for Research and Development.

Bolton, E. (1980). "A conceptual analysis of the mentor relationship in the career development of women." Adult Education, 30 (4), 195-196.

Bova & Phillips. (1981). The Mentor Relationship: A Study of Mentors and Proteges in Business and Academia. ERIC document reproduction # 208233,

Bova & Phillips (1983). Mentoring Revisited: An Investigation of the Learning Component.

Mountain Plains Education Press, 11(2), 21-32.

Carr & Dunne. (1991). The New Hampshire Mentor Teacher Project. A paper presented at the Annual Conference of the National Council of States on Inservice Education.

Houston, TX.

Clawson, J. (1980). "Mentoring and managerial careers." In C.B. Derr (Ed.), Work, Family,

And the Career. (144-165). New York: Praeger.

Conant, J. (1963). The Education of American Teachers. New York: McGraw-Hill..

Fagan M. (1986). "Do Formal Mentoring Programs Really Mentor?" (46-47). Vancouver, B.C.

Gehrke, N. (1988). "Toward a definition of mentoring." Theory into Practice. 27(3), 190-194.

Gray, W. (1989). "Situational mentoring: Custom designing a mentoring program." Mentoring

International, 3(1)m 19-29.

Huling-Austin, L. (1986a). "Beginning teacher assistance programs: An overview." Assisting the Beginning Teacher,(6-18). Reston, VA.

Mager, G. (1989). "New teacher induction through mentoring. Impact on Instructional

Improvement. 22(33), 16-19.

Manthei, J. (1992). The Mentor Teacher as Leader: The Motives, Characteristics, and Needs

Of Seventy-three Experienced Teachers Who Seek a New Leadership Role. Paper presented at the annual meeting of the American Educational Research Association.

San Francisco, CA.

Mims & Carr. (1990). Teacher Support Strategies. Carrollton, GA: State University of West

Georgia Press.

Odell, S. (1990a). Mentor Teacher… [END OF PREVIEW]

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