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Organizational Development Purpose Statement
Introduction
Higher education programs and organizational services may be integral for the performance success of students. Globalization and the sustainability of competitive advantage may be forcing the workforce to pursue or further their education. Universities may need to address the increasing number of people enrolling in academic courses by implementing or modifying the programs or services being provided to them to ensure their academic or work performance success. Research shows that learning institutions through the implementation of support services may enable positive performance outcomes and influence perceptions.
As such, the efficacy of a mentoring program may provide universities and with an alternative medium to improve academic performance outcomes. Thus, assisting students to complete their educational endeavors by applying a quality mentoring approach process may provide individuals the opportunity to engage in academically, focus, and ensure accountability to achieve positive performance and productivity. In addition, the efficacy of a mentoring program may offer students autonomy to engage socially with the culture of the university and empower them to work collaborative to achieve results.
Purpose Statement I
The purpose of this study is to positively influence a students’ academic outcome and evaluate the perceptions of graduate and undergraduate students participating in an online mentoring program. The artifacts included in this study pertain to performance as measured by Student Academic Progress, On Time Progress (OTP), Retention Rates, and Graduation Rates. The research will also include a descriptive analysis of the students’ perception regardi...
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...and mentor's interpersonal dispositions. Research in Higher Education, 46(1), 29-51.
Coppieters, P. (2005). Turning schools into learning organizations. European Journal
of Teacher Education, 28(2), 129-139. doi: 10.1080/02619760500093131
Mullen, C. (2007). Naturally occurring student-faculty mentoring relationships: A literature
review in T. D. Alen & L. T. Eby (eds.). Blackwell handbook of mentoring: A multiple
perspectives approach. Malden, M. A. Blackwell Publishing.
Redmond, S. P. (1990). Mentoring and cultural diversity in academic settings. American
Behavioral Scientist, 34(4), 188–200.
Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization.
New York, NY: Doubleday.
Wunsch, M. A. (1994). Mentoring Revisited: Making an Impact on Individuals and Institutions.
San Francisco, CA: Jossey-Bass.
Research and Practice: The Role of Evidence-Based Program Practices in the Youth Mentoring Field. (2009). Mentoring Resource Center, (30).
Flaxman, E. Evaluating Mentoring Programs. New York: Institute for Urban and Minority Education, Teachers College, Columbia University, 1992.
There is little scientific knowledge when it comes to mentoring effects on future outcomes; in addition posing confusion as to how these programs continue to emerge. A major component in regards to program effectiveness is in measurement or evaluation of its structure (Deutsch, N., & Spencer, R., 2009). This is done by conducting surveys, focus groups, and interviews (Deutsch, N., & Spencer, R. (2009); Karcher, M., & Nakkula, M. (2010); Diehl, D. C., Howse, R. B., & Trivette, C. M. (2011); Osgood, 2012; Williams, 2011). Studies gives the researcher insight into knowledge that otherwise wouldn’t be known, in order to understand mentoring reactions and relationship styles better (Karcher, M., & Nakkula, M. (2010); Christens, B. D., & Peterson, N. A. (2012); Diehl et al., 2011; Leyton‐Armakan, J., Lawrence, E., Deutsch, N., Lee Williams, J., & Henneberger, A. (2012); Meyer, K. C., & Bouchey, H. A. (2010).
Mentoring can be that hand that reaches down and pulls you out of the pit. Mentoring can change lives forever and create permanent relationships. Mentoring can help a child get on the right track if they do not have someone else to help them. Whether they have grown up without active parents, have gotten into trouble from time to time, or even if they are a straight A student, the youth needs mentoring. It will build a country that has a solid foundation in which the current youth of America will one day lead. Mentoring proves that “regardless of background, [all children] are equipped to achieve their dreams” (Bruce and
I have been a mentee in three mentoring programs and I understand from firsthand experience how important mentors have been in my life. Each relationship was very different; one of my mentors was about two generations older than me, while my two more recent mentors have been only a few years older than me.
In addition, for some mentors, mentoring was a burden or workload issue that often went unnoticed by others. Mentees, too, were concerned by a lack of mentor interest and training and a host of problematic mentor attributes and behaviors (e.g. critical or defensive behaviors). Professional or personal incompatibility or incompatibility based on other factors such as race or gender was also seen by both mentors and mentees as impediments to the success of the relationship. Organizations, too, were confronted with difficulties arising from mentoring programs. Lack of commitment from the organization, lack of partnership and funding problems were reported in some studies, while in others, cultural or gender biases meant that some mentees’ experiences were not
Mentorship can be broken down into peer and professional associations. A peer mentoring study was done by Bulut et al. (2010) which had first year nursing students paired with fourth year nursing students, this relationship increased the students’ perceptions and potentials of the university. Other outcomes included decreasing first year students stress levels, increasing self-confidence, autonomy and problem solving skills. Benefits for the senior students were developing a sense of responsibility, enhancing communication skills, critical thinking skills and leadership skills. Some negative factors mentioned in this study that hindered mentorship was intimidating attitudes and poor communication from the mentors (Bulut
Senge describes five disciplines that are necessary for a learning organization. "Learning organization" is a catchphrase covering the ideal of an organization built on vision, teamwork, openness, flexibility, ability to act under changing conditions, and so forth and so on. It is an organization where people don't just promote their limited region and privileges, but where they take risks and responsibilities for their shared future, working on creating maximum synergy and maximum ability to deal with the whole state of affairs.
...ion and success. While much has been researched, the journey has only just begun. Very briefly I have highlighted a topic that has been and still could be researched with hundreds of different auxiliary issues stemming from it. Delving further into what student life departments do for student retention and success and their role in this process is a very important piece of this ever expanding puzzle. There is not a lot of literature or research on the topic right now and while this specific question is still a very broad topic, it can easily be narrowed down and sectioned off for more specific goals and research. What we need but do not have a whole lot of yet is a body of research that delves into the nature of institutional practices when it comes to student life departments, their theories and practices and the impact they have on student success and retention.
Coaching and mentoring are not about learning to do something the right way, but are about helping to lead an individual to find their own way of doing it practically and efficiently. Coaching and mentoring sessions are guided with theoretical models, which help focus both the coach and the coachee in attaining desired outcomes for problem situations. However, even with the aid of theoretical models not everyone can coach another person. The first and far most important attribute of a coach is the ability to build relationships with the coachee in that the coachee feels safe and trusting towards the coach, without the capability to interact with the client there may be a lack of progress or motivation. Another important skill of a coach is not to judge.
Senge, P.N. (1990) The Fifth Discipline: The Art & Practice of the Learning Organisation London: Century Business
Turner, J. (2006). Coaching and mentoring in health and social care: The essentials of practice
Mentoring is a strong educational tool and is very useful especially within the New York City Department of Education. It is a great way for experience teachers to pass down information. The one and one interaction is more lasting than reading it from a book. This method will allow a smooth transition for new teachers. There are a lot of procedures that are confusing to beginners and mentors can uncoil those kinks. Beginning teacher will also get the opportunity to experience different teaching styles and also decide what will work for them and what will not. Mentoring is a valuable asset in guiding person’s development.
Senge, P. M. (2006). The fifth discipline: The art and Practice of the learning organization (1st ed., Rev.). New York, NY: Doubleday.
Student services personnel who want to implement a formal mentoring program or want to enhance an existing program, would also benefit from the study. Additionally, the results of this study could be used to bridge the divide between academics and student services to develop collaborative mentoring programs, thus creating more robust support services for at-risk