A key factor in mentoring effectiveness and satisfaction is ensuring that mentor preparation training and ongoing support address needed mentor knowledge and abilities (MKAs). Knowing how to mentor is different from knowing what mentoring involves or knowing mentoring policies and procedures. Ideally, mentor training incorporates both the "how" and the "what" of mentoring. Besides program administrators' ideas about needed MKAs, mentors and mentees are key stakeholders in mentor training effectiveness, yet their perspectives are not prevalent in the literature. This qualitative study examined three perspectives about MKAs related to mentor preparation training and ongoing support for a women's resource center (WRC) in a large metropolitan area in the Southwest. The WRC experienced a gap between mentor training effectiveness and mentor satisfaction with mentoring outcomes due to insufficient mentor development in MKAs most applicable to program goals. The three perspectives informing this study were mentors, mentees and mentoring program staff members. This study explored MKAs identified be each stakeholder group as necessary to mentoring effectiveness. MKAs categories identified by the stakeholders were: Mentor Self-Awareness, Mentor Self-Management, Realistic Expectations, Understand Mentees, Mentorship Management, Interpersonal Communication, Goals, WRC and Mentoring Program. Three implications for preparing mentors were identified. First, mentors need to possess realistic expectations regarding the WRC mentoring program. Second, training offered to mentors needs to distinguish between topics relevant to all mentors compared to topics relevant to some mentors depending on their previous mentoring or professional background and experience. Third, training and support should distinguish between information needed versus skills needed for effective mentoring. Ongoing mentor training and support implications include providing regularly scheduled mentorship assessments and updates to the WRC, establishing opportunities for mentors to connect with each other and the WRC, and receiving guidance for recognizing when it is time to close a mentorship and how to close it. Ongoing training and support implications indicate the need for online access to the information and resources provided during mentoring preparation; updates from the Mentoring Program Coordinator (MPC) about WRC programs, resources, and services; plus additional training and resources on mentoring effectiveness relevant while a mentorship is in progress.
|Commitee:||Riggle, Blair Andrew|
|Department:||Training and Development Leadership|
|School Location:||United States -- Arizona|
|Source:||DAI-A 75/01(E), Dissertation Abstracts International|
|Subjects:||Social work, Womens studies, Adult education|
|Keywords:||Community-based mentoring, Effective mentoring, Mentees, Mentor mnowledge, Mentor training, Volunteer mentors|
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