Mentoring programs for

This results in more engagement with the program, as well as a deeper sense of autonomy and mastery for the employees, which serve an innovative company like Intel very well. Zynga wants their new grads to be challenged and integrated into the culture — but also wants their mentors to be challenged too through reverse mentoring, with fresh new employees bringing new ideas and an outside perspective.

After six months, you can apply for other positions within Zynga and try a new team or even a new location. Their mentoring program serves as a core part of an employees entire tenure. Hires start with onboarding mentoring; transition into mentoring promoting workplace flexibility and progress; before the mentees become mentors and the whole process repeats itself in a perpetual cycle of knowledge transfer.

This results in great outcomes for the company. They also illustrate that each mentoring program should and will be different. Roberts has over 16 years of experience working in the field of youth mentoring. She worked with the Virginia Community College System for nearly 8 years, spending most of that time as the Assistant Director and Mentoring Coordinator for the Great Expectations program.

Great Expectations is a program for students who have aged out of foster care with the purpose of providing support, a positive example, and encouragement to the foster care students to continue in school. The program works toward ensuring that every former foster youth in Virginia has a post-secondary credential leading to a family sustaining wage.

Prior to this position, Allyson was the Program Director for Virginia Mentoring Partnership now MENTOR Virginia , a nonprofit organization that helps new and existing mentoring programs grow their quality and impact based on the Elements of Effective Practice, and trains volunteers to be qualified mentors. Allyson was with Virginia Mentoring Partnership for 8 years, first as a trainer and then as the Program Director. She also has worked as a mental health counselor for adults in a hospital setting where she specialized in group work and individual counseling.

My goal for this year is to develop and implement a successful mentoring program for children that we serve at ForKids. Ideally, we will have quality mentors that can enhance and build a relationship of support and friendship, while exploring new opportunities with their mentees. A native of Northern Virginia and the product of immigrants, the importance of education and public service was engrained in her at a young age.

Thus, Arya could not think of anything more worthwhile than AmeriCorps service in her beloved second home of Richmond, Virginia. In addition to adjusting to virtual learning, Arya hopes to curate a successful model of virtual mentoring for underrepresented and marginalized youths in the school district.

Arya proudly graduated from the University of Richmond in with a B. During her service she will be working with three different mentor programs within the college. Each one focuses on a different student demographic group and their needs.

The goal of each program is to promote and enhance their academic experience while they are at Germanna. Briana is thankful for the opportunity to serve with AmeriCorps VISTA this year and hopes to leave a lasting and positive impact on the Fredericksburg community.

Antonio Mielak has spent most of his time living and working in Virginia, since moving with his family from California as a boy. He has worked in several aviation management roles as an enlisted air traffic controller for the navy, a teaching assistant at Hampton, and as a lead-agent and supervisor for airline ground operations at the Richmond International Airport.

He enjoys playing tennis, reading, writing, and supporting advocacy work. Jessie Fittro first became involved with a mentorship program in her community as a young college student. Her time with the program began to challenge many of her views about herself and others, and the human systems that make up our world and impact how we each experience it, often so differently.

Upon graduation, she pursued a career in the nonprofit sector before taking some time to work in other fields to develop various skills; however, she deeply missed the passion that she had felt working in a more direct way with vulnerable communities. She is very grateful to have the opportunity to spend a year with AmeriCorps where she hopes to learn and grow more from her work with the nonprofit organization, Abundant Life, that she is able to serve. I love, and I am very much inspired by the people of Richmond, VA.

A year with AmeriCorps is an amazing opportunity to work with a nonprofit organization and give back to the RVA area. I hope to help create a sustainable program that will diversify the young minds of the RVA children. During her time at Old Dominion University, Yvonnia also spent a great deal of time mentoring for about a year and a half. During her service, Yvonnia will work with the C4K team to write a communications marketing plan focused on community outreach and youth voice, and to build a mentor retention plan.

Alexa is a proud alumna of the University of North Carolina, where she studied psychology and history. Upon completing her year of service, Alexa plans to follow her passion by earning a Master of Social Work degree and becoming an elementary school social worker.

Working for Communities In Schools of Chesterfield as the VISTA Mentor Coordinator is an exciting opportunity to work within a nonprofit organization, learn from experienced student support staff, and support Chesterfield students and families. During her year of service, Alexa is working to build a workplace mentoring program that will prepare students for post-high school careers by connecting them with supportive industry mentors and skill-building opportunities.

She hopes to bring students and local businesses together to develop an impactful and sustainable program! Stephanie has 4 years of nonprofit and state government experience in training development, volunteer management, and program coordination.

In addition to TA consulting, Stephanie serves as a Coach Project Coordinator for Noom, where she leads health coaching training grounded in the principles of Motivational Interviewing, Appreciative Inquiry, and Nonviolent Communication. She is passionate about holistic wellbeing, advocating for the power of national service, and building sustainable and equitable solutions to social injustices.

Bianca Myrick is a native of Petersburg, Virginia, and the founder of Pretty Purposed, a non-profit organization dedicated to empowering girls ages through mentorship and activities that promote their physical, social, and emotional development. As a middle grades educator, Bianca has a passion for working with adolescents and saw a need in her community for a safe space where girls could grow and glow. As the founder, she continues to work with her team to build organizational capacity and increase opportunities for girls.

Drawing upon her own life experiences, she knows that navigating through life as a woman can be challenging, and she believes everyone could use a mentor. Bianca is a fierce advocate for building social, emotional, and conflict resolution skills that encourage healthy relationships.

She is a graduate of the Department of Teaching and Learning at Virginia State University, where she is currently an adjunct instructor empowering her freshmen students with tools to be successful in life. Her goal is to continue nonprofit leadership and build her consulting career.

Bianca enjoys reading, dancing, and having fun outdoors with her nine year old son. A champion of youth leadership, mentoring, and academic enrichment programs, Rameka has more than 25 years of experience advocating for the growth and success of young people.

A warm-natured, committed, and trusted leader, she has utilized her wide range of professional skills, including sharp problem-solving abilities and attention to detail, to help individuals and organizations overcome obstacles and achieve results. John Harris specializes in program evaluation and survey development with a particular focus on assessing match characteristics. He has worked as an independent consultant supporting mentoring programs since He currently works and lives in Fairfax, VA, with his wife and two wonderful kids.

Melody is an alumna of Virginia Commonwealth University where she studied French and Spanish, and developed an interest in social policy and social justice issues. A year with AmeriCorps is an exciting opportunity to work within a non-profit organization and give back to the city that she calls home. She hopes to contribute to a sustainable initiative that has a positive and lasting impact on the lives of young people in Richmond.

My primary initiative at Peter Paul is to help grow their mentoring program by increasing its capacity to ensure its longevity, as well as to help it expand from their central community center location to the surrounding elementary schools. Day by day, I am enjoying my job and the surrounding city more; I cannot wait to see what the future holds, for myself or the residents of the East End.

In my free time, I enjoy going to my rec center, babysitting, dog-sitting, hiking, and teaching myself guitar. She currently serves as the Volunteer Coordinator at Charlottesville Abundant Life Ministries, a community-based nonprofit in the Prospect Neighborhood. She decided to spend this year working toward and learning more about community development through AmeriCorps before continuing studies in occupational therapy. Lynsey experienced first hand the transformative power of mentor relationships for both mentee and mentor as a Younglife leader in college.

She is passionate about creating and supporting those relationships at Abundant Life in a way that will lead to mutual flourishing and understanding. Lynsey believes that in a world that is so often divided, relationships have the power to build bridges, affirm dignity, and broaden perspectives in individuals thus spurring integral changes to the community as a whole.

She loves to read, explore the outdoors, go on a good walk or run, spend time with loved ones, and cook good food among many other things. Jessica, a recent graduate of Appalachian State University, works to promote and advance partnership efforts. At ASU, Jessica took part in Alternative Service Experience programs that enabled her to engage in social justice causes, including socioeconomic disparities and racial inequalities.

Jessica received a degree in Communication Studies while double minoring in Sociology and Leadership Studies. Her academic and volunteer work reinforced her commitment to make a difference in the lives of others and played a big role in her desire to serve. She provides a safe supportive non-judgmental environment to a journey of emotional empowerment. Over the past 13 years, she has empowered women through coaching, public speaking, and domestic violence peer counseling.

She has facilitated hundreds of workshops on forming healthy relationships, conflict resolution, effective communication, teen dating violence and sexual responsibility. Through her work, Tammie has delivered training to over youth annually. In addition, she contracted with a government agency as a field manager under the Prison Rape Elimination Act PREA and traveled to various youth correctional facilities to conduct interviews with adjudicated youth regarding placement at the facility.

Mentoring is obviously an important career advancement tool for medical students. In Europe, more mentoring programs should be developed, but would need to be rigorously assessed based on evidence of their value in terms of both their impact on the career paths of juniors and their benefit for the mentors. Medical schools could then be monitored with respect to the provision of mentorships as a quality characteristic. Peer Review reports. Mentoring was developed in the USA in the s within large private-sector corporations to support junior staff.

Since the s, mentoring programs have been introduced in various medical professions, most frequently in the field of nursing. Formal mentoring programs for medical students and doctors, however, were not developed until the late s [ 1 ].

Since then, the term "mentoring" has become widespread. In a number of instances there is no clear distinction made between the terms "tutoring", "coaching", and "mentoring". Many definitions of mentoring are in use.

The one most frequently cited in English scientific literature SCOPME [ 2 ] is "A process whereby an experienced, highly regarded, empathetic person the mentor guides another usually younger individual the mentee in the development and re-examination of their own ideas, learning, and personal and professional development.

The mentor, who often but not necessarily works in the same organization or field as the mentee, achieves this by listening or talking in confidence to the mentee. The successful mentor-mentee relationship therefore requires the active participation of both parties. The mentoring relationship can be structured or loose. It can be a relatively short process or an ongoing one. There can be breaks in the relationship, with its re-establishment at some future time. The mentoring relationship is a dynamic one, evolving over time, during which both parties continually define and redefine their roles.

It should be considered a process, not an end result, and the relationship must remain non-competitive. Unlike coaching or counseling, mentoring is a cost-free career-promotion strategy based on a personal relationship in a professional context.

Coates et al. Mentoring also comprises supporting a mentee in coping with stress and in establishing a satisfying work-life balance [ 6 ].

Mentoring is a relational process in which five phases can be distinguished: information on career options, developing career plans, focusing on career goals, realization of career steps, and evaluation of career advancement [ 7 , 8 ]. Although several authors report that mentoring is a key to a successful and satisfying career in medicine [ 4 , 9 , 10 ], there is a lack of mentoring programs for medical students and doctors in most countries [ 1 ].

In a prospective study on career development in young physicians, graduates stated that mentoring in medical school would have helped them to make their decision on specialty training earlier and to adopt a more goal-oriented strategy in planning their careers [ 11 ].

As a starting point for planning and implementing a mentoring program for students at Zurich University Medical School, a PubMed literature search was conducted with the aim of investigating the following issues: 1 What types of structured mentoring programs for medical students are reported in scientific medical literature between - ? The search strategy for this paper was set up to identify all scientific papers on mentoring programs for medical students.

In order to distinguish between scientific and popular literature and between medicine and other professional fields, we decided to limit the search strategy to papers listed in PubMed for the time period - The search strategy included the following steps:. Using this search strategy, we found a total of articles, the titles and abstracts of which were reviewed. The remaining 85 papers were retained for the subsequent stage. The full versions of these papers were reviewed separately by the first and senior author for final inclusion.

All papers were written in English, but this was not a selection criterion. The following inclusion criteria were established: Mentoring is to be aimed at medical students; the aim of the mentoring is to support the professional and personal development of the mentee; the mentor is an experienced medical professional; mentoring is in the form of one-to-one mentoring or group mentoring. Only 25 papers met all of the inclusion criteria. For mentoring programs , the publication data was compiled according to a author, year published and country; b goal of the program; c mentoring model; d participants; e program evaluation; f effects of the program.

For articles referring to mentoring for medical students in general , publications were compiled according to a author, year published and country; b aims of the article; c results; d conclusion. Of the 25 papers that met the four inclusion criteria established, 14 papers [ 5 , 12 — 24 ] describe formal mentoring programs for medical students, provide information about the goal of the program, the mentoring model used, participants, the nature of program evaluation, and the effects of the program Table 1.

Eleven papers [ 1 , 3 , 25 — 33 ] refer to mentoring for medical students in general, as well as its significance and impact as far as the students' professional development and success are concerned.

These papers are mainly surveys and reports on personal mentoring experiences, while two papers [ 1 , 27 ] are systematic reviews Table 2. All 14 papers [ 5 , 12 — 24 ] reporting on mentoring programs for medical students between - originate in the USA. The mentoring programs reported pursued different main goals : 1 to provide career counseling [ 5 , 15 — 17 , 21 , 24 ], 2 to develop professionalism and to support students in their personal growth [ 14 , 19 , 22 , 23 ], 3 to increase interest in research and to support an academic career [ 5 , 13 , 18 ], and 4 to foster students' interest in a specialty for which a future shortage is projected [ 12 , 20 ].

This program has a broad scope, aiming to improve the fourth-year medical school curriculum and provide adequate access to career counseling by faculty mentors. Zink et al. Students meet with deans and counselors. Macaulay et al. Scheckler et al. Kosoko-Lasaki et al. Younger students are paired one-to-one with older, more experienced students, and senior students with faculty members. The mentoring program reported by Tekian et al. The portfolio aims to make students aware of the importance of developing their professionalism; it also supports the setting of goals for the following years in the mentoring sessions.

The program published by Goldstein et al. Kanter et al. SP is based on a longitudinal mentoring experience in which the student engages in a hypothesis-driven research project. Each student pursues a focused question in depth with close guidance from a faculty member.

SP focuses on the research process, with special attention being paid to ethical issues, and is based on the philosophy that students who become independent, creative thinkers will be better physicians. Moreover, it is believed that if students play an active role in the discovery process, a greater number of them are likely to pursue careers as physician-scientists and, more generally, in academic medicine.

Rapid advances in biomedical research call for a large number of physicians being drawn to careers that include a research component. Chronus mentoring software provides best practices, content and infrastructure to recruit, enroll and train program participants. Matching is often one of the most challenging aspects of a program. Participants will bring various competencies, backgrounds, learning styles and needs. A great match for one person may be a bad match for another.

Consider giving mentees a say in the matching process by allowing them to select a particular mentor or submit their top three choices. Self-matching is administrative light, which in larger programs can be a huge plus.

For more structured programs, such as large groups of new students at universities, or groups of new corporate employees, you may want to get the program started by bulk, or admin-matching. Evaluate various match combinations before finalizing as ensuring quality mentors for hard-to-match mentees can be challenging. Matching best practices start with a solid profile for all participants mentors and mentees. Critical profile elements include development goals, specific topical interests, location, experiences, and matching preferences.

For example, you may want to match female leaders with younger female employees, or experienced sales personnel with new recruits. For self-matching, perhaps participants might like to connect with someone from the same previous employer, or the same college. The more you know about your participants, the better chance your participants will have for a great fit and a happy, productive mentoring outcome.

Regardless if self- or admin-matching, see how the Chronus platform makes matching faster and easier with strong, intelligent matching capabilities. Learn how our AI-powered matching works. It is also where mentoring can get stuck. Left to themselves, manymentorships will take off and thrive. But some maynot. Without direction and a plan, the mentoring relationship is vulnerable to losing focus and momentum. That is why providing some structure and guidance throughout the mentorship is vital to a successful mentoring program.

One best practice in successful mentorship programs is to ensure all mentorships have goals and action plans. This serves two purposes. First, it brings focus at the onset, which helps a mentorship get off to a good start. Second, it adds accountability to accomplish something. Chunk-sized content delivered at key points is ideal. As a mentoring connection progresses, establish checkpoints where mentorships report on their progress.

Lastly, have a formal process that brings closure to the mentoring experience. Within this process, provide an opportunity for both the mentor and mentee to reflect upon what was learned, discuss next steps for the mentee, and provide feedback on the benefits of the program and process.

Learn how guided mentoring can work for you.