Applying Mentoring in Adult Education: Benefits for Mentees, Mentors and Educational Organizations

Koutsoukos, Marios; Sipitanou, Athina A.

doi:10.21125/iceri.2020.1718

Cited by 3 publications

(4 citation statements)

References 58 publications

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“…The study confirmed that a large majority of research participants recognize the importance and benefits of mentoring as a modern HR development strategy. This is in line with the results of several studies linking mentoring to the smooth transition of trainers entering the work environment, enhancing their reflective practice and ensuring their professional development through the internship and implementation opportunities provided (Frangoulis and Valkanos, 2011;Koutsoykos and Sipitanou, 2020).…”

Section: Discussionsupporting

confidence: 84%

“…The purpose of this study was to investigate the perceptions of Greek LLLCs adult trainers who worked as educational managers and took on informal mentoring roles in the context of counseling guidance and their trainees (who are also adult's trainers), on the importance and necessity of the systematic application of mentoring in the training of adult trainers. On that note, the following research questions (RQs) arose (Kram, 1983;English, 1999;Ross and Bruce, 2007;Tsamadias et al, 2010;Frangoulis and Valkanos, 2011;Morris-Williams and Grant, 2012;Jenkins, 2013;Aspfors and Fransson, 2015;Meeuwissen et al, 2019;Koutsoykos and Sipitanou, 2020):…”

Section: Proposementioning

confidence: 99%

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The Greek life-long learning centers in the post-debt crisis era: evaluation of the effectiveness of mentoring in adult trainers training

Dukakis

Chasioti²,

Valkanos

et al. 2021

ICT

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Purpose The purpose of this paper is to explore the views of Greek Life-Long Learning Centers (LLLCs) trainers, who worked as educational managers and took on informal mentoring roles in the context of counseling guidance and their trainees (who are adults’ trainers), on the effectiveness of mentoring in the post-Greek Debt Crisis era. Design/methodology/approach The authors performed a quantitative analysis using the SPSS software package’s simple random sampling. The bibliographic review, the identification and specialization of the research objectives, as well as the study of the participants’ unique characteristics, were used in the construction of a research tool. Findings The majority of participants confirmed the importance of mentoring as a human resource strategy. Regarding its effectiveness in the field of the Greek LLLCs, there were several discrepancies in the perceptions of trainers and trainees, as well as specific malfunctions in its implementation. Research limitations/implications The research omitted certain qualitative features and was conducted in a relatively limited geographical context. Originality/value Given the lack of similar studies in the field of the Greek LLLCs, this study illustrates the reality of the mentoring function in the training field of adult trainers, after the onset of the Greek economic crisis, while also highlighting realistic ways to improve the effectiveness of these organizations and conduct future, larger-scale research.

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Section: Discussionsupporting

confidence: 84%

Section: Proposementioning

confidence: 99%

The Greek life-long learning centers in the post-debt crisis era: evaluation of the effectiveness of mentoring in adult trainers training

Dukakis

Chasioti²,

Valkanos

et al. 2021

ICT

View full text Add to dashboard Cite

show abstract

“…Some other benefits include the development of communication and interpersonal skills, networking opportunities, and gained self-awareness of their strengths (Schmit & Faber, 2016). Additionally, mentors engage in reflective thinking and decision-making, improve psychosocial skills, such as empathy and compassion, and increase their confidence (Koutsoukos & Sipitanou, 2020;McConnell et al, 2019). For many mentors, serving in this type of leadership role is a step in their career developmentresearch shows mentorship experiences help mentors hone their teaching skills, as well as receive teaching and research support (Booth et al, 2016;McConnell et al, 2019).…”

Section: Benefits Of Mentorship Programs On Mentorsmentioning

confidence: 99%

Peer Mentoring: Benefits to First-Time College Students and Their Peer Mentors

2023

JHETP

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The experiences of first-year, first-time college students are impacted by a variety of challenges that pose a threat to student success and retention. One intervention universities are implementing to address these challenges are peer mentorship programs. While the benefits to first-time students of peer mentorship programs are well-researched, there is a lack of research on the benefits for mentors themselves. The purpose of this study was to examine the perceived and demonstrable benefits for peer mentors working within a first-year seminar. This mixed-methods study assessed both first-time student achievement outcomes (i.e., N = 7,154) as well as the professional and personal development benefits of peer mentors (n = 52). Results showed first-time students who participated in the peer mentor program had significantly higher student achievement and peer mentors themselves had increased academic self-efficacy, improved communication, leadership, and interpersonal presence, and strengthened social and professional networks.

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“…On the other hand, constructivism applies a dynamic, adaptable, learner-centered, interactive teaching model, where mentoring is a proactive rather than reactive approach to professional development for both mentors and mentees (Hargreaves & Fullan, 2000). In a democratic environment where a relationship of mutual trust is fostered, mentees are assisted to engage in reflective practices in order to recognize their (dys) functional or biased mental attitudes and behaviours, develop problem-solving strategies, and reconstruct their reference frames, perceptions, and actions through collaborative dialogues (Koutsoukos & Sipitanou, 2020) The mentor in the role of critical collaborator facilitates the learning process with the aim of encouraging the mentee to become a responsible, autonomous professional who constructs their own knowledge instead of merely adopting established traditional theories and practices. (Schon, 1987;Tang & Choi, 2007)…”

Section: Models Of Mentoringmentioning

confidence: 99%

GR-IDEA: An Innovative Model of Mentoring in Adult Education

Koutsoukos¹

2022

eqr

Self Cite

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The various models of mentoring presented in the international literature can be placed into two main categories, namely, those based on behaviourism which support knowledge transmission, and those based on constructivism which support knowledge transformation. The model presented in this paper is based on constructivism and it has been developed as a supporting practice of adult educators. The two dimensions Group and Reflection are the pillars of the model, while its key components, which are at the same time developmental stages, are: Inspiration, Development, Empowerment, and Action.

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Applying Mentoring in Adult Education: Benefits for Mentees, Mentors and Educational Organizations

Cited by 3 publications

References 58 publications

The Greek life-long learning centers in the post-debt crisis era: evaluation of the effectiveness of mentoring in adult trainers training

The Greek life-long learning centers in the post-debt crisis era: evaluation of the effectiveness of mentoring in adult trainers training

Peer Mentoring: Benefits to First-Time College Students and Their Peer Mentors

GR-IDEA: An Innovative Model of Mentoring in Adult Education

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