Evaluating a Psychology Graduate Student Peer Mentoring Program

Fleck, Christina R.; Mullins, Morell E.

doi:10.1080/13611267.2012.687157

Cited by 24 publications

(38 citation statements)

References 17 publications

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“…These findings are consistent with the themes of empathy and trust-building found in mentor-protégé relationships discussed in early work by Kram and Isabella (1985) and later by Allen, Poteet, and Burroughs (1997), Eby and Lockwood (2004), and Leck and Robitaille (2011). As well, our findings support the discussions relating to the benefits to both peer mentors and protégés from relationship-building and connections that result from the experience (Fleck & Mullins, 2012;Leidenfrost et al, 2011;Willis et al, 2012). The interpersonal growth and connectedness is also discussed by Laughlin and Moore (2012).…”

Section: Discussionsupporting

confidence: 76%

“…Many higher education organizations worldwide are developing peer mentoring relationships. A broad diversity of models for mentoring in these settings has been studied and the benefits of mentoring are confirmed by many authors (Allen, Russell, & Maetzke, 1997;Campbell, Smith, Dugan, & Komives, 2012;Colvin & Ashman, 2010;Dawson, 2014;Fleck & Mullins, 2012;Fox & Stevenson, 2004;Goff, 2011;Hall, & Jaugietis, 2011;Heirdsfield et al, 2008;Holt & Berwise, 2012;Horowitz & Christopher, 2012;Hryciw, Tangalakis, Supple, & Best, 2013;Lynn, 2010;Reddick, Griffin, Cherwitc, Cerda-Prazak, & Bunch, 2012;Reyes, 2012;T. Smith, 2008;D.…”

Section: Literature Reviewmentioning

confidence: 98%

“…Furthermore, peer mentoring in an Austrian university setting confirmed mentoring as an effective way to foster relationships for in-coming students (Leidenfrost, Strassnig, Schabmann, Spiel, & Carbon, 2011). Mentoring programs in higher education settings provided as assistance for new students adjusting to the environment were described by Fleck and Mullins (2012) related to graduate school and the emphasis is on protégé success. The findings indicated that psychosocial assistance and networking help are key for these protégé participants.…”

Section: Literature Reviewmentioning

confidence: 99%

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Baccalaureate Accounting Student Mentors’ Social Representations of their Mentorship Experiences

Roy

Brown

2016

cjsotl-rcacea

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Mentorship has been shown to enhance engagement, participation, and understanding of the workplace through the development of soft-skills and leadership capacity. This research identifies and describes the social representations of second and third year Baccalaureate accounting students relating to their experiences in mentoring first year accounting students. We used an exploratory research method based on a qualitative analysis of 34 semi-structured interviews. Our research intends to answer these question: To what extent is a mandatory Student Peer Mentorship Project useful for second and third year Baccalaureate accounting students in developing their interpersonal and communication skills and leadership capacity?; and How can this experience be transferable to the workplace? The main results show that the mentoring experience has provided Baccalaureate students’ with the opportunity to develop their soft-skills, both interpersonal and communication skills, and has improved their leadership capacity. They took diverse actions to motivate their mentees to succeed, drawing on their own past experience of the school, program, courses, and their professors. They provided mentees with information on what to expect in the first semester in their courses as well as where, how, and when to study. These students mentioned that their intrinsic motivation, their personal satisfaction, and their leadership capacity had increased by helping and supporting their mentees. Also, they felt that they improved their communication skills through the ability to provide information and meet and support new accounting students. Finally, their experience seems as valuable for them as for their mentees and is transferable to the workplace. Il a été démontré que le mentorat améliorait l’engagement, la participation et la compréhension dans le milieu de travail grâce au développement de compétences non techniques et de capacités d’encadrement. Cette recherche identifie et décrit les représentations sociales d’étudiants de deuxième et troisième année de premier cycle en comptabilité reliées à leur expérience d’avoir agi à titre de mentors pour des étudiants de première année en comptabilité. Nous avons utilisé une méthode de recherche exploratoire basée sur l’analyse qualitative de 34 interviews semi-structurées. Notre recherche a pour but de répondre aux questions suivantes : 1) dans quelle mesure un projet de mentorat par les pairs obligatoire serait-il utile aux étudiants de deuxième et troisième année de premier cycle en comptabilité et les aiderait à développer leurs compétences inter-personnelles et en communication, ainsi que leurs capacités d’encadrement? et 2) comment cette expérience peut-elle être transférable au milieu de travail? Les résultats principaux indiquent que l’expérience de mentorat a donné aux étudiants qui ont agi à titre de mentors l’occasion de développer leurs compétences non techniques ainsi que leurs compétences interpersonnelles et en communication, et qu’elle leur a permis d’améliorer leurs capacités d’encadrement. Ces étudiants ont agi de diverses manières pour motiver leurs mentorés à réussir, en puisant dans leur propre expérience passée de l’école, du programme, des cours et de leurs professeurs. Ils ont fourni aux mentorés des renseignements sur ce à quoi ceux-ci devaient s’attendre lors du premier semestre de leurs études et leur ont indiqué quoi, comment et quand étudier. Ces étudiants ont mentionné que leur motivation intrinsèque, leur satisfaction personnelle et leurs capacités d’encadrement avaient augmenté quand ils ont aidé et soutenu leurs mentorés. Ils ont également indiqué qu’ils pensaient avoir amélioré leurs compétences en communication grâce au fait qu’ils avaient été en mesure de donner les renseignements appropriés aux nouveaux étudiants en comptabilité, de répondre à leurs besoins et de les soutenir. Pour finir, leur expérience semble avoir autant de valeur pour eux que pour leurs mentorés et elle est transférable au milieu de travail.

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Section: Discussionsupporting

confidence: 76%

Section: Literature Reviewmentioning

confidence: 98%

Section: Literature Reviewmentioning

confidence: 99%

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Baccalaureate Accounting Student Mentors’ Social Representations of their Mentorship Experiences

Roy

Brown

2016

cjsotl-rcacea

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“…Since current students and graduates are familiar with the EdD program structure, coursework, and dissertation process, they can describe their personal experiences related to the EdD program, career, and socioemotional issues with incoming students to help them anticipate and prepare for the challenges of the program. The unique peer-to-peer relationship may allow students to communicate differently with peer mentors than they might with faculty (Fleck & Mullins, 2012). Mentors can discuss workpersonal life balance techniques, problem solving strategies, and examples of how they or other colleagues addressed specific situations with incoming students (Pidgeon, Archibald, & Hawkey, 2014).…”

Section: Introductionmentioning

confidence: 99%

Mentee Perspectives of a First-Year Peer Mentoring Program for Education Doctoral (EdD) Students

Lowery

McConnell

2018

IJDS

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Aim/Purpose: In this paper, we examine how first-year education doctoral (EdD) students in a peer mentoring program may be supported in the academic and psychosocial domains to increase timely degree completion, decrease attrition, and improve the EdD program for students and faculty. Background: EdD students often face unique trials based on academic, social, professional, and personal challenges that arise during their degree program. The paper addresses how peer mentoring programs may help students overcome these challenges while completing their EdD program. Methodology: To investigate the effectiveness of a peer mentoring program for students, we focused on a single case study of an EdD peer mentoring program with 11 first-year EdD students who participated in the program. Using mixed methods, we collected and analyzed data from pre- and post-surveys, individual interviews, and a focus group. Contribution: Few studies about peer mentoring programs for EdD students exist. This study is unique because it focuses on first-year EdD students’ perspectives and, unlike other studies on peer mentoring programs, peer mentors are defined as graduates of the EdD program or current EdD students who are further along in the program. Whilst many studies of peer mentoring recommend peer mentoring for new students, our findings suggest that in the case of EdD students, extended or later peer mentoring may be more beneficial. Findings: From the quantitative and qualitative data results, five themes related to mentee perspectives of the benefits of EdD peer mentoring program emerged: 1) receiving academic advice and program support; 2) focusing on the future; 3) receiving emotional support and work-life balance advice; 4) having an experienced and relatable mentor; and 5) needing more mentoring to derive benefits. While mentees reported positive feelings about the mentoring program, many expressed that they did not yet have a need for mentoring. Considering that most mentoring studies focus on early program mentees, these results present the possibility of a need for extended or later-program mentoring. Based on the data, we identified a need for additional research which focuses on determining the correct timing for EdD students to begin peer mentoring program since students take coursework during their first year and have not begun work in the dissertation phase of the program. Recommendations for Practitioners: Sustainability of peer mentoring programs can present challenges based on the time and needs of mentees, mentors, and faculty. Doctoral faculty should evaluate the benefits of an EdD peer mentoring program for mentees on a regular basis to ensure that the program effectively supports and guides mentees to degree completion. Recommendation for Researchers: Literature and research on the evaluation, impact, and value of peer mentoring programs for EdD students and first-year doctoral students are limited. Researchers could study further the perspectives of mentees in an EdD peer mentoring program throughout their degree program from taking coursework to writing a dissertation. The benefits of early-program mentoring in comparison to later-program mentoring could be investigated further. Impact on Society: Providing mentoring opportunities to EdD students may help them overcome academic, social, and emotional challenges, and in turn, allow more education leaders to successfully complete their EdD and use their education to improve their school communities. Future Research: Future studies should examine other options of mentoring programs for first-year EdD students and EdD students who completed their EdD coursework and are working on their dissertation. Longitudinal studies are also needed to track mentees’ progression throughout the program.

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“…When a "good" match happens, a more positive experience results. Conversely, where a poor match takes place, significant dissatisfaction can result (Fleck & Mullins, 2012). Ideally, mentors and mentees can select themselves, however this is not always possible (Scandura & Williams, 2002).…”

Section: Mentoringmentioning

confidence: 99%

A Dynamic Model of Mentoring for Hospitality Leadership Development

Sipe¹,

Testa²

2020

OJL

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Mentoring programs have become mainstay methods of developing leadership skills in the hospitality and tourism context. The following provides the theoretical foundation and overview of a mentoring program implemented for a blended graduate hospitality management program. This provides a model for others seeking to create hybrid mentoring for leadership development. Through structured reflection assignments and industry mentors, the Mentor EDGE program has countered many of the potential drawbacks of traditional mentoring programs, particularly in the online space.At the same time, mentoring programs can be challenging to implement particularly in the distance education space where little face-to-face contact takes place between students and the program. Online education is at its best when students have regular interaction and opportunities for collaboration. This is contrary to the "first generation" of e-learning which dominates much online education, which is very much a linear and passive process (Adams & Morgan, 2007). Consequently, hospitality educators are faced with a variety of questions in terms of organization and execution of a successful mentoring program, especially regarding logistics and consistency. Will a directive or non-directive (Klasen & Clutterbuck, 2002) method be used? Will the mentors be selected for the students, or will the relationship develop organically? If they are selected by the institution, how will compatibility be monitored and managed? Finally, how will consistency in the experience for each pairing be ensured?The purpose of this paper is to overview an innovative mentoring program we call Mentor EDGE, designed and implemented as part of a blended Masters degree in hospitality leadership at a large public university in California. The first section discusses the theoretical foundations that guided the initial program design to include leadership development theory, distance learning, and mentoring. In the second section of the paper, we examine the Mentor EDGE component of the program in detail, highlighting the design principles in action and the challenges of implementing personalized, experiential leader development for graduate students. Section three of the paper summarizes the results of two iterations of the Mentor EDGE program. Feedback from students, mentors, and faculty is presented as well as the changes implemented in response to this feedback. Finally, we provide a discussion section that highlights key theoretical principles in action alongside our own learning and process of continuous improvement. The paper concludes with implications for the advancement of leader development, distance education, and mentoring theory.

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Evaluating a Psychology Graduate Student Peer Mentoring Program

Cited by 24 publications

References 17 publications

Baccalaureate Accounting Student Mentors’ Social Representations of their Mentorship Experiences

Baccalaureate Accounting Student Mentors’ Social Representations of their Mentorship Experiences

Mentee Perspectives of a First-Year Peer Mentoring Program for Education Doctoral (EdD) Students

A Dynamic Model of Mentoring for Hospitality Leadership Development

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