Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 5

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  mentee
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

Mentoring in the concept of the learning organization in higher education – empirical research / Mentoring w koncepcji organizacji uczącej się szkoły wyższej w świetle badań empirycznych

100%
Wronka M.
Management
|
2013
|
vol. 17
|
issue 1
273-290
EN
The development of a knowledge-based economy necessitates the search for new methods and tools for enhancing organizational learning processes. In this context, many scholars point to the importance of mentoring as a tool to support individual and organizational learning. The paper is an attempt to answer the question: how mentoring helps to stimulate the process of organizational learning? Therefore, this paper discusses the concept of learning organization, concept of mentoring along with associated concepts, on the basis of which experience result from the process of implementing mentoring at university are pointed out. This objective will be achieved through presentation of the results of the literature study followed by case study on the implementation and realization of mentoring programme at one of the polish universities
2
Publication available in full text mode
Content available

Design and Development of Teaching Materials Aimed at Mentor Professional Training

99%
Hašková A., Radulović B., Mikla Š., Stajić S., Zatkalík D.
Journal of Education Culture and Society
|
2023
|
vol. 14
|
issue 2
154-170
EN
Aim. The paper presents information on the concept of teaching materials supporting professional development of mentors,  either teacher trainees trainers or introducing  teachers of novice teachers, created within an international project by experts from 6 higher education institutions (Constantine the Philosopher University in Nitra – SK,  the University of J. Selye in Komárno - SK, Eszterházy Károly Catholic University in Eger - HU, the University of Ostrava in Ostrava - CZ, the Prague University of Economics and Business in Prague - CZ, the University of Novi Sad in Novi Sad – SRB). Methods. Based on analyses of different resources and opinions of experts nominated by the above mentioned higher education institution a mentor competence profile consisting of fifteen key competences was compiled. Based on the platform of the created profile teaching materials supporting successful performance of the mentor role or position were processed. Results. As a main output of the international project 2020-1-SK01-KA201-078250 Mentor training of the Erasmus+ program, five textbooks were created , the basic one in the English version and the other four – its mutations in the national languages of the individual project partners. Conclusion. The textbooks created within the project will be used in the project partner countries within the mentors practical training and preparation. Cognitive value. Currently the concept and philosophy of the teaching materials created within the Mentor training project have become a background for processing further teaching materials supporting mentors´ competence development, which are under preparation within an other international project, namely the bilateral Slovak-Serbian project APVV SK-SRB-21-0025 Mentors´ Vademecum supported by the Slovak Research and Development Agency.
3
Publication available in full text mode
Content available

The Divergence of Experts’ Views on a Mentor Competence Profile

99%
Hašková A., Guziurová T., Klimszová S., Malá E.
Journal of Education Culture and Society
|
2023
|
vol. 14
|
issue 1
53-65
EN
Aim. The paper focuses on the divergence of views of experts from four European educational institutions on key competences, which would become the basis for a successful performance of a mentor position. They should be taken as the key items of a mentor competence profile. Methods. A panel discussion – specifically, a focus group interview as its alternative form – was used to determine how the experts assessed particular competences of the mentor competence profile, i.e. to identify which competences they considered to be the key ones of the mentor competence profile. The panel discussion was led by six focus groups, members of which were experts representing four different countries from six universities: two from Slovakia and the Czech Republic, and one from Hungary and Serbia. Results. The intention of the conducted panel discussion was to find a common view and consensus on the key competences required for a successful performance of the mentor position. However, the results of the panel discussion showed a significant divergence of the opinions on the fundamental mentor competences depending on the country the experts were from. Differences in the views on the issue examined by experts representing different institutions from the same country also occurred, but proved to be inconclusive.  Conclusion. Mentoring is currently considered one of the most important means of developing pedagogical competences of future and novice teachers. The results of the conducted panel discussion may contribute to the creation of a platform on which an adequate professional mentor training can be designed.
4
Publication available in full text mode
Content available

Mentoring jako skuteczna metoda zarządzania talentami młodych ludzi oraz ich rozwoju osobistego

80%
Hnat K.
Eruditio et Ars
|
2023
|
vol. 6
|
issue 1
173-193
EN
The article describes a method of work based on building a master – student relationship, called mentoring. In the first chapter, we learn the definition and provenance of the concept, find out who the mentor and mentee are and what the mentoring process consists of. The second chapter introduces the types and forms of mentoring, as well as the tools used in mentoring. Mentoring is successfully proving useful not only in business, where it has functioned for a long time, but also in education. This method solves many problems and meets the expectations placed on lecturers by students. It helps manage the talents of young people, suggests the best solutions for their development, focuses on their individual abilities and needs, and provides the mentors themselves not only with satisfaction, but also with new knowledge.
PL
W artykule opisana została metoda pracy oparta na budowaniu relacji mistrza z uczniem, nazywana mentoringiem. W pierwszym rozdziale poznajemy definicję i proweniencję pojęcia, dowiadujemy się, kim są mentor i mentee oraz na czym polega proces mentoringowy. W rozdziale drugim przedstawia się rodzaje i formy mentoringu, a także narzędzia wykorzystywane w pracy mentora. Mentoring z powodzeniem okazuje się przydatny nie tylko w biznesie, gdzie funkcjonuje od dawna, ale także w szkolnictwie. Metoda ta rozwiązuje wiele problemów i odpowiada na oczekiwania stawiane przed wykładowcami przez studentów. Pomaga zarządzać talentami młodych ludzi, podpowiada najlepsze rozwiązania w ich rozwoju, skupia się na ich indywidualnych możliwościach i potrzebach, a samym mentorom dostarcza nie tylko satysfakcji, ale i nowej wiedzy.
5
Publication available in full text mode
Content available

Mentoring jako wsparcie rozwoju kadry menedżerskiej firmy Sanofi Polska

57%
Sidor-Rządkowska M.
Zarządzanie Zasobami Ludzkimi
|
2016
|
issue 3-4(110-111) Zarządzanie różnorodnością/Diversity management
149-158
PL
Artykuł koncentruje się na zagadnieniach związanych z wdrażaniem programu mentoringu do organizacji. W tekście scharakteryzowano wyzwania towarzyszące kolejnym etapom wprowadzania programu w firmie Sanofi. Opisano cele programu, działania edukacyjne poprzedzające jego wdrożenie, dobór par mentor–podopieczny, przebieg sesji mentoringowych. Szczególną uwagę poświęcono ewaluacji podjętych działań, w tym określeniu czynników sukcesu, leżących zarówno po stronie mentorów, jak i po stronie uczestników programu.
EN
This article concentrates on questions related to implementing a mentoring program in an organization. It characterizes the challenges accompanying successive phases of the introduction of such a program at Sanofi. It describes program goals, educational efforts preceding program implementation, selection of mentor–mentee pairings, and the course of the mentoring sessions. Special attention was devoted to evaluating actions taken, including the defining of success factors on the sides of both the mentors and program participants.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.