Search results

1

Mentoring: przyszłość nauczania osób dorosłych - recenzja

100%

Gierłach I., Gadacz T.

e-mentor

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2016

|

issue 3 (65)

68-71

EN

The article is a review of the book entitled The Mentor's Guide. Facilitating Effective Learning Relationships. This publication presents the issue of mentoring, examines it from the depth perspective and presents from a new angle of critical reflection and application. The review summarizes the content of the book, which describes the role of mentor, mentee, mentoring relationships. The publication explains stretch goals, defines clear-cut objectives, outlines activities that will help achieve them. It is also a rich resource of information about cross-cultural mentoring. Presents the learning-centered mentoring paradigm and examines its seven critical elements, elaborates the four phases of mentoring cycle and also, provides practical tools and techniques to become successful professionals and leaders. The author of this book included templates and worksheets aiming at guiding and helping to understand the essence of mentoring. The publication is recommended as an informative resource for mentors and advisors working in organizations or universities. Also, it would be a tremendous asset to advisor-training events and helpful for all educators.

2

Zastosowanie mentoringu w działaniach profilaktycznych i resocjalizacyjnych (na przykładzie Stanów Zjednoczonych)

85%

Barczykowska A., Dzierzyńska S.

Resocjalizacja Polska

|

2012

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issue 3/2012

263 - 276

PL

Artykuł przedstawia historię, główne zasady oraz możliwości zastosowania mentoringu w obszarze profilaktyki i resocjalizacji. Ilustrację stanowią wybrane programy mentoringowe skierowane do dzieci i młodzieży wykluczonych i niedostosowanych społecznie, zagrożonych tymi zjawiskami oraz osób dorosłych przygotowujących się do opuszczenia zakładu karnego, realizowane w Stanach Zjednoczonych.

EN

The article presents the history, main principles and possibilities of apply mentoring in the area of prevention and correction. The illustration compose selected mentoring programs for children and young people excluded and socially maladjustment and adults preparing to leave prison, implementing in the United States.

3

Mentoring as Professional Development for Mentors

80%

Szymańska-Tworek A.

Theory and Practice of Second Language Acquisition

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2022

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vol. 8

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issue 2

1-22

EN

The present paper concerns the topic of mentoring in the context of pre-service teacher education. Mentoring refers here to assistance or guidance provided by a school-based teacher who agrees to mentor a student teacher during her or his practicum. More specifically, the paper examines if mentoring can be recognized as a form of professional development for mentor teachers. While a great deal of literature has looked at the benefits student teachers gain from mentoring, an ongoing line of research has acknowledged that teachers in their roles as mentors also can benefit professionally from the experience of mentoring. However, the bulk of this research comes from the Anglo-Saxon context and it cannot be assumed that the experiences of British, American or Australian teachers are shared by teachers in Poland. The aim of the present study then was to identify the ways in which Polish teachers of English who have undertaken the role of a mentor develop professionally through mentoring. The instrument used was a web-based questionnaire. The main findings show that mentor teachers gain professionally primarily through the process of mentoring-being a mentor enhances their capacity for self-reflection and positively impacts their leadership skills, confidence as a teacher, willingness to self-develop, as well as their enthusiasm and commitment to teaching. On the other hand, mentors do not feel they learn directly from student teachers, although, in general, they recognize cooperation with student teachers as an inspirational and positive experience.

4

Analiza przebiegu procesu adaptacji zawodowej w opinii szczecińskich pielęgniarek w zależności od miejsca zatrudnienia

80%

Herman J., Kapczyńska A., Śmietana E., Urbanik A., Hajduk A., Pilch D.

Family Medicine & Primary Care Review

|

2011

|

issue 1

23-26

5

Coaching and mentoring as a response to new challenges in the employees development

80%

Mróz J.

Nauki o Zarządzaniu

|

2013

|

issue 3(16)

75-90

EN

This paper presents the problem of coaching and mentoring in the context of their effectiveness in the employees development. After describing the challenges faced by today’s organizations and individuals, the concept of mentoring has been defined. Moreover the feature of effective mentoring relationships have been pointed out. Then definitions, perspectives, types and the benefits of coaching have been explained. Finally coaching and mentoring have been compared and benefits andbarriers of their use have been shown.

6

Profil kompetencyjny profesjonalnego mentora

80%

Baran M.

Nauki o Zarządzaniu

|

2016

|

issue 2(27)

22-32

EN

Mentoring is a feature of the organization for which it is important to develop human resources. It is used very often when planning a career of employee, during the organizational changes and changes in the workplace. High-class mentoring is associated with competence, experience and a clearly defined role of mentor. The effectiveness and success of this process depends on the mentor personality and their skills becasue mentor is responsible for building relationships with mentees and their personal and professional development. The aim of this article is to present the results of the research of mentors’ competence and build on the basis of their competence Competency Model for mentor. The presented model covers 15 competencies of perfect mentor. Minimum level required to allow for proper and effective performance of the mentor is defined for each competence. Developed competency profile can be used for all organizations implementing mentoring to finding the right mentor.

7

Specialists aged 50+ as coaches and mentors

80%

Richert-Kaźmierska A.

Przedsiębiorstwo we współczesnej gospodarce - teoria i praktyka

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2013

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vol. 4

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issue 7

35-48

PL

Głównym celem artykułu jest prezentacja możliwości i uwarunkowań wykorzystywania wiedzy i doświadczenia osób w wieku 50 lat i więcej w przedsiębiorstwach oraz ich otoczeniu. Zaprezentowano specyfikę procesów coachingu i mentoringu. Omówiono możliwości włączenia w takie formy transferu wiedzy specjalistów w wieku okołoemerytalnym.

EN

The main aim of the article is to present how the knowledge, skills and experience of persons aged 50+ can be used in companies and other institutions. The specificity of coaching and mentoring processes has been discussed, as well as possibilities of involving persons aged 50 years and more in them.

8

Kongres Rozwoju Edukacji - spotkanie środowiska akademickiego

80%

Dąbrowski M., Mischke J. M., Piotrowska D., Zając M., Zieliński W.

e-mentor

|

2014

|

issue 5 (57)

5-8

EN

The article is a report from that Congress of Development in Education the was held on 12-13 November 2014 at the University of Economics in Katowice. The event is organized by the Foundation for the Promotion and Accreditation of Economic Education in collaboration with the Universities of Economics in Cracow, Katowice, Poznań and Wrocław as well as the Warsaw School of Economics. It was based on the experience gained during the 10 years of the conference "The development of e-learning in higher education of economics" (e-edukacja.net), yet its scope and the forms of active participation have been significantly extended.

9

An Investigation into the Relationship between Emotional Labor and Customer Satisfaction

80%

Mohammad Eneizan B., Ahmad abdelqader Alsakarneh A., A.AL-kharabsheh K., AL-Abrrow H., Alnoor A.

Central European Management Journal

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2019

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vol. 27(4)

23-47

EN

Purpose: This study primarily aims to provide insight into the role of deep acting and surface acting effects on customer satisfaction, with job satisfaction as the mediating and mentoring as the moderating variable. Methodology: The study employs SPSS 21 for the analysis of data gathered with a survey questionnaire. The survey involved a sample of 291 employees of Jordanian service firms. Findings: Obtained findings indicate significant direct relationships, with surface acting negatively related to both job satisfaction and customer satisfaction and deep acting positively related to both. The results support the mediating role of job satisfaction on the relationship between surface acting and customer satisfaction, along with deep acting and customer satisfaction. Moreover, the outcome substantiates the moderating role of mentoring on both acting types with job satisfaction. Implication: This is the first study to empirically examine the mediating role of job satisfaction on the employee emotional labor relationship with customer satisfaction in service companies of a developing country Methodology: The study employs SPSS 21 for the analysis of data gathered with a survey questionnaire. The survey involved a sample of 291 employees of Jordanian service firms. Findings: Obtained findings indicate significant direct relationships, with surface acting negatively related to both job satisfaction and customer satisfaction and deep acting positively related to both. The results support the mediating role of job satisfaction on the relationship between surface acting and customer satisfaction, along with deep acting and customer satisfaction. Moreover, the outcome substantiates the moderating role of mentoring on both acting types with job satisfaction. Implication: This is the first study to empirically examine the mediating role of job satisfaction on the employee emotional labor relationship with customer satisfaction in service companies of a developing country.

10

School-Based Mentoring for Professional Development of Inclusive School Teachers

80%

Bērziņa Ž.

Journal of Teacher Education for Sustainability

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2011

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vol. 13

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issue 1

72-83

EN

Because of the importance and the complexity of inclusive education, the implementing of a new teaching method in fifteen schools of four regions of Latvia was integrated with school-based teacher mentoring in a two-year project. A new method of teaching basic concepts for children with learning disabilities was a crucial part of in-service teacher training mentoring programme. This paper illuminates mentors' and teachers-mentees' perceptions on the impact of mentoring on their teaching at the primary school level. Data collected by the means of self-evaluation includes teachers' and their mentors' views on the role of mentoring and teachers' collaboration in teachers' professional development and inclusion of children with special needs. The results of the study show that mentoring and collaboration are pre-conditions for successful teachers' professional development, which creates, in its turn, a favourable basis for enhancement of inclusive education programmes.

11

The Importance of Role Modeling in Mentoring Women: Lessons from Pat Summitt Legacy

80%

Picariello M., Waller S. N.

Physical Culture and Sport. Studies and Research

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2016

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vol. 71

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issue 1

5-13

EN

The role of mentoring for women in sports industry has gathered attention among researchers in the past years (Bower, 2009; Bower, & Hums 2009, 2014; Weaver, & Chelladurai, 1999, 2002). Since few women are in leadership positions (Acosta, & Carpenter, 2014), cross-gender mentoring relationships are more likely to happen (Hopkins et al., 2008). However, according to Kram (1985), cross-gender mentoring relationships are more complex in terms of individual development and quality of the developmental relationship. In particular, role modeling function is limited (Kram, 1985). Therefore, the purpose of this study was to examine the functions of the same gender mentoring relationships looking at coach Pat Summitt, the winningest coach in NCAA Division I basketball history and a woman in leadership position (Becker & Wrisberg, 2008). Due to the exploratory nature of the study and the huge impact of Pat Summitt on sport (Janssen, & Dale, 2002, De Marco, & Mccullick, 1997), a single case study design to analyze her relationships from the staff and players’ perspectives was utilized as the method for data collection. This study collected data published on American news sites located using Internet search engines Google News (http://www.google.com) for 7 days. The dataset included content published through national and regional online news media, radio, television and entertainment websites and blogs. Texts were qualitatively reviewed with a content analysis and coded (Patton, 2002). This study identified career and psychosocial functions that were important in developing an effective mentoring relationships. In particular, the psychosocial functions of “role modeling” was identified as the most important for the relationship. In fact a female mentor as a role model can be perceived as a woman that has successfully overcome discriminatory barriers to career advancement.

12

Mentoring rozwojowy jako przykład komplementarności międzypokoleniowej

80%

Bakiera L.

e-mentor

|

2016

|

issue 5 (67)

4-13

EN

The article is an attempt to analyse informal mentoring and its double-subjective effects with regard to psychosocial development of both the mentor and the mentee. Mentoring is described here compared with other commonly used concepts of interpersonal interactions such as tutoring and coaching. The author defines mentoring as a specific interpersonal relationship, asymmetric by nature, usually dyadic, where the mentor inspires the mentee to achieve maturity in self-discovery and making life decisions. Being a mentor is one of the most important roles of middle adulthood considering the developmental needs. For young adults, in turn, the relationship with a mentor may support them in fulfilling their developmental tasks. These observations lead to the conclusion that intergenerational complementarity constitutes one of the main features of developmental mentoring.

13

Tutoring and Mentoring: An A.R.C. Model for Future Teachers: Affective, Reflexive and Cognitive Orientation to Self-regulated Learning

80%

Remy P.

Practice and Theory in Systems of Education

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2015

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vol. 10

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issue 4

323-328

EN

With a specific focus on tutoring among future teachers this article proposes a model of self-regulated learning. The focus on different mechanisms inherent to the tutoring relationship will consider Affective impacts or motivation, Reflexive or metacognitive and Cognitive resolutions. The ARC combination proposes that personal skills will be gained and beneficial transfers into the class will be possible. This approach with a model considers explicit learning as a part of tutoring relationship successes. A prospective study on a short scale provides a few indicators in this direction and will be followed by a mentoring study. As private companies also present services in the shadow of the official educational system some recommendations will illustrate the tutoring original pedagogical relation with specific limits and the potential for new understanding.

14

Mentoring Student Training: What Do Mentors Do?

80%

Martínez-Figueira E., Raposo-Rivas M.

The New Educational Review

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2014

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vol. 37

188-201

EN

In this paper we look into the role of mentors in student training given it is of paramount importance and at times both unknown and undefined. We studied this issue through research conducted in three Spanish universities using Creswell’s biphasic model along with sequential data triangulation. We obtained information by interviewing mentors and applying an electronic questionnaire. The results show that basically mentors are available for students in student training, facilitate their integration in the center. The study indicates that conceptualizing and operationalizing mentoring functions is difficult, however, they set up a reference for the development of student training.

15

Mentoring w rozwoju kompetencji zawodowych w „ekoprzemyśle”

71%

Religa J., Błaszczuk E., Sitek J.

Edukacja Ustawiczna Dorosłych

|

2018

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issue 4

188-196

EN

Article presents the results of research and development works implemented by international partnership in the frame of Erasmus +Programme. Ecomentor Project refers to the process of mentoring in continuing vocational education, especially work-based learning. International team of researchers developed the unified competence standard for mentors that can be related to the European Qualifications Framework. On the base of that, there was developed an ISO 17024:2003 based certification scheme, which provides for the mentors in eco sector a competence certification based on an international standard

16

Coaching and mentoring – educational approach

71%

Podgórska-Jachnik D., Adelbayeva N., Gabdrakhmanova S.

Rocznik Lubuski

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2020

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vol. 46

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issue 1

191-200

PL

Coaching i mentoring stały się w ostatnich latach popularnymi metodami wspomagającymi rozwój osobisty. Szczególnie chętnie wykorzystywane są w zarządzaniu i biznesie, choć to nie ogranicza ich zastosowań. Obie metody są silnie związane z pedagogiką i edukacyjną ﬁlozoﬁczną reﬂeksją na temat przekazywania i spersonalizowanego tworzenia indywidualnych zasobów wiedzy. Artykuł ukazuje podstawowe założenia coachingu i mentoringu, różnice i podobieństwa między nimi. Reﬂeksja taka jest ważna z punktu widzenia konieczności wzbogacania tradycyjnych kształcenia, zarówno szkolnego, jak i pozaszkolnego – szczególnie edukacji i reedukacji dorosłych.

EN

In the recent years, coaching and mentoring have become popular methods of supporting personal development. They are willingly used, in particular, in management and business, but not only. Both methods are strongly associated with pedagogy as well as educational and philosophical reﬂection on the transfer and personalized creation of individual resources of knowledge. The article discusses the basic assumptions of coaching and mentoring, as well as diﬀerences and similarities between them. This reﬂection is important from the point of view of the need to enrich traditional education, both in and outside of school – especially in the education and re-education of adults.

17

Coaching i mentoring jako formy wsparcia pracownika w środowisku pracy

71%

Dobrzyniak M.

Szkoła - Zawód - Praca

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2016

|

issue 12

144-152

PL

W artykule zostały zaprezentowane dwie formy wsparcia pracowników w środowisku pracy: coaching i mentoring. Autorka opisała wsparcie pracowników poprzez coaching i mentoring w odniesieniu do modelu organizacji, zawierającego zarówno elementy strukturalne, jak i „miękkie” – mające znaczenie dla pracowników. Został przedstawiony model organizacji, a następnie autorka wskazała istotę coachingu i specyfikę mentoringu. Artykuł skupia się na ukazaniu znaczenia, odrębności i komplementarności obu wybranych form wsparcia pracowników w środowisku pracy.

EN

In the following article, there have been presented two forms of supporting employees in the working environment: coaching and mentoring. The author has outlined the support of employees through coaching and mentoring with respect to the organizational model that includes both structural and “soft” aspects, related mainly to the staff. The organizational model has been presented and the author has indicated the specific features of coaching and mentoring. The article focuses on presenting of the importance, the complementary functions and distinctions of the two selected forms of support of employees in the workplace.

18

Kapitał ludzki w bibliotekach – zarys problematyki badawczej

71%

Błach M.

Biblioteka i Edukacja

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2015

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issue 8

PL

Artykuł prezentuje stan badań na temat jednego ze składników zasobów niematerialnych bibliotek – kapitału ludzkiego. Zgodnie ze współczesnymi teoriami kapitał ludzki postrzegany jest jako źródło korzyści dla biblioteki. W artykule zwrócono uwagę na różne formy rozwijania i doskonalenia umiejętności osobistych i zawodowych, scharakteryzowano przykładowe ścieżki zawodowe bibliotekarzy i zaproponowano zagadnienia powiązane z pojęciem kapitału ludzkiego w bibliotekach warte uwagi polskich bibliotekoznawców, praktyków i teoretyków.

EN

This article describes the current state of research on one of the intangible resources in the modern library - human capital. According to contemporary theories, human capital is an invaluable resource for the library. The article draws attention to different forms of librarian staff personal and professional development, presents sample career paths for librarians, and seeks to highlight the potential for further research in the field of human capital in libraries, to be considered by Polish librarians, practitioners and theoreticians.

19

Wpływ płci na postrzeganie podwładnych przez przełożonych

71%

Kinowska H.

Zeszyty Naukowe Uniwersytetu Ekonomicznego w Krakowie

|

2017

|

issue 4(964)

115-133

PL

Celem artykułu jest wyjaśnienie wpływu płci na postrzeganie podwładnych przez przełożonych. Analizę przeprowadzono na podstawie przeglądu literatury przedmiotu oraz wyników badań opinii podwładnych na temat przełożonych przeprowadzonych w 2016 r. przez Instytut Kapitału Ludzkiego Szkoły Głównej Handlowej w Warszawie. Na podstawie źródeł literaturowych zidentyfikowane zostały przyczyny luki wynagrodzeń. Pokazano dynamikę zmian w obsadzaniu kobiet na najwyższych stanowiskach w Polsce i Unii Europejskiej. Określony został wpływ przełożonego na przebieg kariery zawodowej pracownika. Wskazano przyczyny nieefektywności programów mających na celu obiektywizację decyzji o promocji. Na podstawie wyników badań ilościowych ustalono różnice w relacjach podwładnych z przełożonymi w zależności od płci. Kluczowa rozbieżność dotyczy kwestii związanych ze sprawiedliwością, w szczególności oceny pracowników, podziału zadań i nagród.

EN

The article examines the impact of gender on how superiors perceive subordinates. The analysis was based on a review of the literature and the results of research on the opinions of subordinates on superiors, done in 2016 by the Institute of Human Capital, Warsaw School of Economics. The causes of pay discrepencies are analysed on the basis of the subject literature, as are the dynamics of women’s participation in top positions in Poland and the European Union. The influence a superior may have on an employee’s career is characterized. What causes programmes aimed at promoting more objective decisions to be ineffective are identified. Based on the results of quantitative research, gender-based differences in the relationships subordinates have with superiors is determined. A key area of divergence were issues pertaining to justice, particularly where the evaluation of employees, the division of tasks and rewards were concerned.

20

Mentoring w zarządzaniu kompetencjami. Rekomendacje dla instytutów Sieci Badawczej Łukasiewicz

71%

Religa J.

Edukacja Ustawiczna Dorosłych

|

2020

|

issue 4

89-98

EN

The article presents the assumptions of mentoring as a method of work based learning. Paper points to its particular role in recruiting and maintaining highly qualified staff (incl. researchers) in relation to the social megatrends currently observed. Both the benefits and potential risks associated with the implementation of mentoring programmes have been identified. In making recommendations for SBL institutes, the most important factors determining the success of mentoring have been identified.

PL

Artykuł prezentuje założenia mentoringu jako metody rozwoju kompetencjiw środowisku pracy. Wskazuje na jego szczególną rolę w pozyskiwaniu i utrzymywaniu wysoko kwalifikowanej kadry (m.in. badawczej) w odniesieniu do obserwowanych aktualnie megatrendów społecznych. Wskazano zarówno korzyści, jak i potencjalne zagrożenia towarzyszące wdrażaniu programów mentoringowych. Formułując rekomendacje dla instytutów SBŁ, wytypowano najważniejsze czynniki warunkujące sukces mentoringu jako alternatywy dla masowych from edukacji i szkoleń, które stają się dziś niewystarczające.

Refine search results

Mentoring: przyszłość nauczania osób dorosłych - recenzja

Zastosowanie mentoringu w działaniach profilaktycznych i resocjalizacyjnych (na przykładzie Stanów Zjednoczonych)

Mentoring as Professional Development for Mentors

Analiza przebiegu procesu adaptacji zawodowej w opinii szczecińskich pielęgniarek w zależności od miejsca zatrudnienia

Coaching and mentoring as a response to new challenges in the employees development

Profil kompetencyjny profesjonalnego mentora

Specialists aged 50+ as coaches and mentors

Kongres Rozwoju Edukacji - spotkanie środowiska akademickiego

An Investigation into the Relationship between Emotional Labor and Customer Satisfaction

School-Based Mentoring for Professional Development of Inclusive School Teachers

The Importance of Role Modeling in Mentoring Women: Lessons from Pat Summitt Legacy

Mentoring rozwojowy jako przykład komplementarności międzypokoleniowej

Tutoring and Mentoring: An A.R.C. Model for Future Teachers: Affective, Reflexive and Cognitive Orientation to Self-regulated Learning

Mentoring Student Training: What Do Mentors Do?

Mentoring w rozwoju kompetencji zawodowych w „ekoprzemyśle”

Coaching and mentoring – educational approach

Coaching i mentoring jako formy wsparcia pracownika w środowisku pracy