• 한국IT서비스학회지
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• 제20권4호
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• pp.69-80
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• 2021

Many studies have discussed the effectiveness of mentoring from a mentor or mentee perspective. However, it is is necessary to deeply understand the formal mentoring relationship from the perspective of both the mentor and the mentee because the mentoring relationship is the interaction between the mentor and the mentee. Therefore, in this study, the mentors' role through IPA was compared and analyzed from the perspective of mentors and mentees. A survey was conducted on 376 employees of the financial bank, and the managers in charge of the company's official workplace mentoring and employees who participated in the mentoring program were interviewed. As a result of the analysis, mentors are more satisfied with the rewarding experience, while mentees are satisfied with commitment, and organizational ascendency and impact. In addition, mentees judge that "Coach", "Provides support", "Provides vision & widens horizons", "Broaden experience", "Cooperation", "Motivates", "Networking ability", "Provide cross-functional information", "Role model", "Share credit", "Teacher", and "Transfer skills, leadership, & technology" are important as mentor's roles are important. Therefore, in order to foster mentors for effective workplace mentoring, it is necessary to educate the mentor in advance about the mentors' role that the mentee considers to be important.

• 한국문헌정보학회지
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• 제50권4호
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• pp.231-252
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• 2016

Mentoring by faculty advisors is closely related to the personal and professional outcomes of doctoral students. However, few researchers have examined the characteristics of faculty mentors. To deal with this lack of research, the author attempted to explore the characteristics of faculty mentors from the perspective of Library and Information Science (LIS) doctoral students in the United States. In the study, the author combined interviews and a survey to examine the characteristics of faculty mentors. The interview and survey findings present a list of characteristics that are comprehensive and specific to LIS doctoral education. Specifically, the author describes a faculty mentor as a well-rounded person who possesses both professional and interpersonal characteristics. In addition, the findings show some aspects in which the current advising/mentoring could improve. The current study offers a guideline for the accomplishment of doctoral mentoring at a concrete level, rather than vaguely recommending that faculty advisors support the professional and psychosocial development of their students. In a following paper, the author will relate background characteristics of doctoral students to their perception of mentors.

• 한국실천공학교육학회논문지
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• 제4권2호
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• pp.104-109
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• 2012

협력 교육은 학업과 전공에 관련된 업무경험을 통합시킨 새로운 패러다임의 교육으로, 학생이 회사 조직에 잘 적응하고 현장실습을 통해 적절한 학습 경험을 얻기 위해서는 현장실습 과정 동안 학생들을 관리 감독하고 학생에게 업무나 업무 외적인 부분에 있어서 유익한 조언을 제공할 산업체 멘토가 필요하다. 산업체 멘토는 기본적으로 현장 실습생이 산업체에서 현장 학습을 효과적으로 수행할 수 있도록 도우는 역할을 수행하며 그 역할의 범위가 매우 넓다. 본 논문에서는 효율적인 산업체 멘토의 활용을 위해 산업체 멘토의 역할을 각각의 성격에 따라 구분하였고, 이에 따른 적절한 운영형태 및 현장 실습 단계에 따른 세부 업무 내용에 대해 기술하였다.

• Journal of Contemporary Eastern Asia
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• 제12권2호
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• pp.49-59
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• 2013

Social media such as Twitter and Facebook have become popular. In the age of social media, many people have become more active online. For example, about half of all global active Internet users are on Facebook (Perry 2012). Personal branding is a very important strategy to build on an individual's strengths, and this kind of branding is expected to contribute to self-actualization. Therefore, the presence of mentors who advise users to discover their own strong points for self-actualization is necessary. In this paper, we propose a personal branding support service, Mentors, which connects mentors and mentees. The core concept is: "Everyone has the face of both a mentor and mentee." The key function is sharing stages of self-analysis in human life design: Determining value, creating a mission, and forming a strategy. From this function, a good match between a mentor and mentee can be found. The program aims to improve human life by understanding the client's strengths and using social media effectively. Future work includes launching Mentors and evaluating its service.

• 대한화학회지
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• 제61권5호
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• pp.251-262
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• 2017

이 연구에서는 협력적 멘토링에서 나타나는 멘토의 상호작용 특징과 멘토의 멘토링 경험에 따른 상호작용 특징의 변화에 대하여 알아보았다. 연구참여자는 교직경력 17년 이상의 멘토 3명과 초임중등과학교사 6명을 선정하였다. 일대일 멘토링 대화 녹음본 및 전사본을 수집하였고 이를 상호작용 분석틀을 이용하여 분석하였다. 협력적 멘토링 과정에서 나타나는 멘토의 상호작용의 특징을 분석 결과, 대체로 멘토들은 대화를 시작할 때 지원과 단순질문의 방법을 가장 많이 쓰고 있었다. 협력적 멘토링 과정에서 나타나는 멘토의 상호작용의 특징 변화를 보면, 멘토 3명의 멘토링 대화에서 대체로 1년차 멘토링에 비해 2년차 멘토링에서 사고질문이 많아졌으며, 이로 인하여 멘티의 반성 및 반성적 실천이 나타난 비율이 높아졌다. 멘토 인터뷰를 통하여 멘토들은 자신의 멘토링이나 멘티의 수업 변화를 보고 자신의 멘토링을 돌아보는 모습을 보였으며 이는 멘토링 프로그램을 통하여 멘토의 반성이 일어났음을 확인할 수 있다.

• 예술인문사회 융합 멀티미디어 논문지
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• 제7권3호
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• pp.879-888
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• 2017

본 연구의 목적은 다문화멘토들이 갖추어야 할 역량을 탐색하고 이를 통해 멘토 역량 중진을 위한 교육방안을 제시하는 것이다. 연구기간은 2016년 6월부터 2016년 9월까지이며 다문화멘토링에 1년 이상 참여한 멘토 10명에게 자신이 다문화멘토링에 참여한 결과 다문화멘토들이 갖추어야 할 역량에 대하여 심층인터뷰한 후 전사하여 교육적, 심리적, 사회적, 문화적 역량으로 분석하였다. 분석결과 첫째, 멘토가 갖추어야 할 학습적 역량은 멘티를 가르칠 수 있는 지적능력과 교수스킬이다. 둘째, 심리적 역량은 멘티의 말을 경청하려는 자세와 이를 상담할 수 있는 스킬이다. 셋째 사회적 역량은 대화 능력과 의사소통 기술, 그리고 책임감이다. 넷째, 문화적 역량은 다양성을 인정해주고 멘티의 상황에 대처할 수 있는 능력이다. 이를 바탕으로 멘토의 역량을 높일 수 있는 교육방안은 첫째, 멘토링 투입 전에 멘토의 교육이 필요하다. 둘째, 멘토링을 통한 멘토들의 자기성찰이 이루어질 수 있는 자리를 제공한다. 셋째, 멘토들에게 주기적인 상담이 필요하다. 본 연구는 멘토의 역량에 중요성을 인식하고 멘토링의 효과성을 높일 수 있는 기초자료가 되길 기대한다.

• 대한지구과학교육학회지
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• 제8권1호
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• pp.98-113
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• 2015

The purpose of this study was to explore how science docents developed their expertise in the context of situated learning where two experienced docents played roles of mentors. Two experienced docents as mentors and six participating docents as mentees interacted in the community to develop exhibition interpretation strategies to be more professional in interacting with visitors through the workshops developed by the researcher. To figure out how docents developed their expertise in exhibit interpretation, the researcher collected the data from docents through observation, artifacts, and interviews as well as surveys. The result of this study included that participating docents formed new perception about scientific inquiry as well as scientific literacy and they developed professional skills of planning, implementing, and reflecting of exhibition interpretation in the context of situated learning, where docents formed alliance one another. It is recognized that participating docents' passions to be professional in exhibition interpretation and two experienced docents' wills as mentors made dynamic interaction in pursuing the same aim of docents' expertise in exhibition interpretation.

• 한국실내디자인학회논문집
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• 제23권2호
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• pp.62-70
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• 2014

In the knowledge and information society of 21st century, 'Creativity' which is the core of national competitiveness and an important foundation for the development of the country has been emphasized on the importance of it. As a result, the convergence educational programs, as known as STEAM (science, technology, engineering, arts, mathematics) became more and more needed to children for cultivating creativity. As a follow-up study on STEAM program combining robotics and design for children developed by Design Promotion Committee of KIID, this study intends to modify and reanalyze the program and to seize the educational effectiveness of the groups of university students as mentors and children as mentees, The results are as follows; First, although the importance of STEAM education is highlighted, short-term educational programs tend to consist of only the contents of each field: design or science. Second, pre-training and mentoring were helpful to both mentors and children. Third, Children expanded the perception of STEAM concept and increased their interests in career. Mentors recognized the importance and the necessity of STEAM education, and were very satisfied with team activities which gave a new experience of working with other field of people. Therefore, this program provide to children an experience of logical thinking, having interests on uninterested field, and encouraging teamwork. Also, it provides to mentors a chance to develop their potential and experience, and set up a new vision for future.

• 영재교육연구
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• 제14권1호
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• pp.29-46
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• 2004

본 연구에서는 고등학교 영재 학생을 위한 미국의 한 과학 분야 사사 프로그램을 통하여 학생들이 사사 프로그램에 참여한 이유, 학생들이 사사 프로그램을 통하여 배운 점, 그리고 학생 프로젝트의 평가와 지도에 대한 교수들의 인식을 조사하였다. 이 사사 프로그램은 여름방학 7주 동안에 걸쳐 단기적이고 집중적으로 진행되는 프로그램이었으며, 연구를 위한 자료로는 학생들의 프로젝트 관련 산출물, 생활일지, 실험실 및 전체 토의 시간에 대한 참관 노트, 학생 및 일부 지도 교수들에 대한 면담 자료 등이 사용되었다. 학생들이 프로그램에 참여한 이유는 대학의 전문 과학자와의 연구 수행, 실제 과학 연구에 대한 이해, 진로 탐색 등 주로 과학 분야에 대한 관심과 내적 동기에 기반한 것이었다. 사사 프로그램에의 참여를 통하여 학생들이 배운 점은 실제 과학 연구의 본성, 과학 분야의 지식, 진로 확인 및 탐색 등으로 나타났다. 한편, 학생 프로젝트에 대한 평가와 지도는 교수와 학생 사이의 지속적인 상호작용과 인지적 도제 관계를 통하여 이루어졌다.

• Human Ecology Research
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• 제60권4호
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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".