• Proceedings of the Korea Contents Association Conference
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• 2014.06a
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• pp.239-240
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• 2014

Researchers in KISTI have been participating in the WISET Fellow Mentoring program since 2009 [1]. We describe the history and future of WISET Fellow Mentoring program from KISTI. We have communicated with mentees more freely and effectively using complementary online and offline system. In addition, we designed a automated matching process in order to help mentors and mentees to begin mentoring with satisfaction [2-6]. In the future, we plan to use our automated matching process for matching candidate mentors and mentees in order to obtain more satisfaction in mentoring.

• Korean Journal of Occupational Health Nursing
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• v.27 no.1
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• pp.1-12
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• 2018

Purpose: The purpose of this study was to determine the effect of nurses' mentoring functions and job satisfaction on their turnover intention on the basis of Kram's mentoring phases. Methods: The participants were 286 nurses who were working at tertiary or general hospitals. Data were collected through surveys conducted between February 1 and 27, 2017, analyzed using independent t-test, one-way ANOVA, Pearson's correlation coefficient, and hierarchical multiple regression with the IBM SPSS 21.0 program. Results: The mean mentoring functions score was 3.64 out of 5 points. Job satisfaction had statistically significant positive correlation with mentoring function (p<.05), while turnover intention showed statistically significant negative correlation with job satisfaction (p<.001). Job satisfaction was the only statistically significant variable affecting turnover intention in all three phases p<.001). Conclusion: Nursing organizations may reduce nurses' turnover intention by increasing job satisfaction, which can be improved by developing and applying a differentiated mentoring program according to the nurses' mentoring phases.

• Journal of Digital Convergence
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• v.10 no.11
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• pp.39-46
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• 2012

This paper investigated the hypotheses about how the degree of IT mentoring program satisfaction can be affected by mentors' competence, college students' participation, and professors' interests in the field of information technology. First, empirical results showed that IT mentoring program satisfaction could be improved when mentors' competence and authenticity exposed to college students. Second, another finding is that IT Mentoring Program satisfaction is significantly positive in the field of both SW and HW. Finally, the role of IT mentor is very essential to university-industry collaboration irregardless of government support. However, college students' participation and professors' interests was low when they didn't get government support.

• Journal of Korea Multimedia Society
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• v.19 no.12
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• pp.2024-2035
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• 2016

Modern industry requires people with the ability to create and improve their knowledge. Most educational institutions have used mentoring activities which can train those people. Then each of the institutions has different directions because they work in their own fields. For that reason, many people which want to make new mentoring program have no choice but to go through many trials and errors. This paper deals with the design method of basic process model for mentoring based on DEVS in order that people plan a new mentoring business or make a new mentoring group easily. Our proposed model is expected to be used as a guide to establish procedures for mentoring systems.

• The Journal of the Korea Contents Association
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• v.14 no.9
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• pp.613-621
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• 2014

This study conducted a questionnaire survey with 362 students at department of radiology of college of public health located at G city, who had participated in mentoring program from Mar. 5 to Jun. 21, 2013. Out of 362 questionnaire copies, 315 copies were collected. The students' satisfaction with campus life was significantly affected by whether or not they joined a club, the number of participation into mentoring program per semester, reliability of mentors and mentoring functions. According to the study result, More specifically in terms of the mentoring functions(p<0.001), career development function(p=0.002) and tailored human-resource raising function(p<0.001) gave statistically significant effects on the satisfaction. It is considered that the study results will be used as a fundamental material to research mentoring for college and university students, and will be implemental in using and developing mentoring program as a direct way of preventing the student's dropout. Also it is expected that mentoring program helps college and university students in the transitional period to adulthood experience mentoring before they work at society, therefore playing a positive role for their successful work life as they get employed.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.2
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• pp.137-148
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• 2018

Purpose: The purpose of this study was to explore the monitoring experience of nursing students and to suggest considerations when developing mentoring programs. Methods: This qualitative study was conducted by online surveys and individual interviews with 7 nursing students who participated in the health promotion program as mentors. Data were analyzed using qualitative content analysis to identify motives for participating in mentoring and to explore their changes through mentoring. Results: The results were as follows: Motives for participating were 'inquisitiveness about children', 'interest in mentoring activities' and 'curiosity about research'. Recognition of mentor roles were 'actively involved guide', 'exemplary role model' and 'empathetic emotional supporter'. Changes through mentoring experiences were revealed by 'understanding the characteristics of children', 'improvement of interaction ability with children', 'understanding self and changes' and 'recognition of excellence in forest activities'. Conclusion: Nursing students had opportunities to learn the characteristics of general children and to understand themselves through natural interaction. Participation in mentoring has the potential to be a creative educational method of field learning as a form of service learning.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.401-415
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• 2020

The purpose of this study was to investigate the factors that affect the maintenance of the effect of mentoring for beginning science teachers. Mentee teachers for this study were ten mentee teachers who took part in the collaborative mentoring from 2014 to 2018. For this study, the videos of the first and fifth classes submitted during the mentoring program, mentors and mentees' journals, the videos of the classes recorded in 2019, questionnaires about reflection on the mentoring program, and interview materials were collected and analyzed. The result of this study is as follows. First, the reflective thinking was sustained after the mentoring program, and this played a crucial role in maintaining the effects of the mentoring. The group that showed the improvement of RTOP score had reflective thinking and made reflective practice on their teaching. Most participants in the group created the classes of constructivism based on self-reflection on their classes. However, no positive changes in the classes occurred to mentee teachers who couldn't have reflective thinking. Second, reflective practices during the mentoring program exerted a strong influence on the teaching method of mentee teachers. The group of the improvement in RTOP score strived to apply student-centered model of instruction to their classes. It was showed that most mentee teachers in the group kept applying the student-centered model to their classes after the mentoring was completed. These results indicate reflective thinking and reflective practice are crucial factors to the effect of the mentoring and its maintenance.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.544-556
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• 2010

The purpose of this study was to investigate the change in beginning science teachers' inquiry-oriented teaching practice through mentoring program. Participants in this study are three mentor teachers and three beginning teachers. The three beginning teachers are middle school science teachers who have less than four years teaching experience. Also three science teachers participated in the program as mentors, who have more than twelve years teaching experience. We collected data such as video recordings of beginning teachers' classes, lesson plans, recordings of one to one mentoring and RTOP class observation reports. Mentor teachers observed and analyzed five classes of each beginning teacher. Before the mentoring program, beginning teachers' teaching methods were more concept-oriented and teacheroriented. They rarely used inquiry-elements including prediction, reasoning, hypothesizing and students were not actively engaged in communicative interactions in a classroom. But during the mentoring program, these teachers recognized and responded to student diversity and encouraged all students to participate in science learning. Beginning teachers' teaching methods have changed to become student-oriented, teachers and students collaborated in pursuit of ideas, and students often initiated new activities relevant to an inquiry. As a result, this mentoring program provided beginning teachers the opportunities to reflect on their own teaching and reform their classes. The results show that school-centered mentoring program is helpful to enhance beginning science teachers' inquiry-oriented teaching ability.

• Human Ecology Research
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• v.60 no.4
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• pp.549-564
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• 2022

This study aimed to develop an e-mentoring youth financial education program and verify its effectiveness for promoting financial empowerment and establishing financial capabilities among independent consumers. A four-session, eight-hour "Youth Financial Empowerment Mentoring Program" was developed. This program dealt with financial literacy and financial psychology factors in an integrated fashion. We used the nonequivalent control group pretest-posttest design to evaluate the program's effectiveness. Specifically, by using Zoom, a virtual conference platform, four mentors of college students were trained for four sessions over two weeks. Meanwhile, four groups were formed with four mentors and 18 high school mentees to implement a four-week e-mentoring program. As a result of the analysis of covariance, significant differences were found between the two groups in all financial psychology factors and financial literacy variables. In addition, the score of the experimental group was higher than that of the control group. As a result of qualitative evaluation through FGI for mentees and mentors, mentees experienced positive changes in financial behavior, beliefs, attitudes, and personal relationships, as well as increased financial knowledge. Meanwhile, mentors experienced positive changes in their introspection into financial behavior and consumption. Considering these results, we can conclude that this program effectively induces participants to learn and reflect on their initiative, which is in line with the original goal of "improving financial empowerment".

• Fire Science and Engineering
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• v.25 no.2
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• pp.71-79
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• 2011

Since 2008 Korea's fire administration has recognized the importance of human resources by introducing a mentoring system for new employees. This mentoring program is helping new employees adapt to the organization quickly and effectively. In addition, prevention inspectors are improving their job ability and expertise by ensuring the mentoring system has been introduced and operated. However, the current operating and fire officials mentoring system has a variety of problems including lack of expertise on the part of the mentors, deficiency of the legal system, lack of mentoring for information and materials, and lack of compensation, and formal mentoring training for mentors. In this study, the fire officials' mentoring system analysis and previous studies on the fire officials' mentoring functions will be analyzed to determine its effect on job performance. Results of this study of fire officials' job ability show that the variables that affect the mentoring program include the role model, business achievement, teaching method, attitude, interest, and achievement.