• Journal of the Korea Society of Computer and Information
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• v.12 no.5
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• pp.303-311
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• 2007

The instruction based on mass production system has contributed to the materialistic abundance, but it caused the innate target of education, development of 'holistic human beings' to be lost. Accordingly, the mentoring has been highlighted as an alternative instructional method because it can support learners in the aspect of cognitive and affective domain. On the other hand, as an effort of overcoming time and place constraints of face-to-face mentoring, e-mentoring is being required. This research aims to propose the e-mentoring system design plan for guiding learning after school, which may support face-to-face mentoring. Based on literature reviews, the direction of design was set and the necessary functions were drawn. e-Mentoring system design plan proposed in this article may be helpful to practitioners who are interested in the enhancement of effectiveness and efficiency of mentoring programs. Also it is required that more practical study should be performed for developing the system and testing its effectiveness.

• Journal of Information Technology Services
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• v.20 no.4
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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.

• East Asian mathematical journal
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• v.30 no.2
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• pp.123-148
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• 2014

The purpose of this article described the effects of mentoring program to the underachiever's attitude in learning Mathematics. In order to do this research, a mentoring class had been carried out for 30 weeks, with two students who was underachievers in mathematics. It was carried out contrastive analysis on the student's learning attitude in the math class before and after the mentoring, using a questionnaire of learning attitude in math with 40 questions, filling the blanks in sentence, recording files of class, and mentoring journals. As a result, before taking the mentoring class, students who were participated in the mentoring program were negative and low in five subordinate concepts(learning attitude, such as their tendency, interest, desire, confidence, attitude, and studying habits in math). However, after the mentoring class, the two students were remarkably changed in positive way on the five concepts in learning mathematics. Therefore, it is helpful to underachievers in mathematics if the mentoring program is used since it yields a positive impact on the learning attitude.

• Korean Journal of Social Welfare
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• v.41
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• pp.147-172
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• 2000

Although it has been noted that mentoring program is viewed as a effective way of intervention for the youth at-risk and vulnerable, few empirical studies have documented the benefits of mentoring program on youth. This research focused on effectiveness of campus-based mentoring program for children of unemployed families. It examined psychosocial benefits of mentoring program on mentor and mentee using the experimental design, posttest-only control group design. Significant differences were found between the control and intervention group. Children who have participated in mentoring program marked higher scores than control group in various psychosocial aspects including interpersonal skills, self-efficacy, sense of plan and motivation of schooling. Also university students who have participated as mentors marked higher ego-strength score than not. On the basis of these findings, this study recommended campus-based mentoring program as a effective growth-oriented program for the university students as well as the children of unemployed families.

• Journal of Korean Library and Information Science Society
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• v.45 no.1
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• pp.51-79
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• 2014

This study operated a mentoring program for future librarians and analyzed its effectiveness. As a result, first, the final goals of mentees were much more focused and specific in comparison with their initial goals, and the types of objectives they set for themselves became more in depth and subdivided. Second, the employment performance of the mentoring program was measured by comparing with the employment rate of students who had not participated in mentoring programs, and found that the employment rate of students scheduled to graduate who participated in the mentoring program was 83.33%, which is very high. Third, we compared the mentoring semester grades with the grades before mentoring; students' average score was 3.75 before mentoring, while after mentoring their average score improved slightly to 3.84. However, it was revealed that improvement is necessary in terms of mentoring period length and amount of supervision.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.19 no.2
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• pp.187-198
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• 2008

If mentoring is performed in university libraries for mentors, the senior librarians with much experience and mentees, the juniors with less or no experience, how would they respond to it and what would be the mentoring they wish to do? This study aims to find those out by analyzing data. For this, it referred to literature and conducted a survey with the subject of the librarians at the P university library. As a result, they showed relatively higher intentions to participate in mentoring. Their highest interest topics were their job related advice or consultation. For the mentor-mentee matching, they wished to have such relationship from the board organized in the library, or mentees wanted to select. They chose work ability as the most important requirement for their partners involved in the mentoring. They responded that the best mentor-mentee matching would be 1:1 and less than a year would be appropriate for the mentoring period. As shown above, most of the librarians showed intentions to participate in mentoring for their professional development and self-learning opportunity; therefore, university libraries should publicize librarians' mentoring actively and develop various programs for it.

• Journal of the Korea Society of Computer and Information
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• v.17 no.1
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• pp.117-123
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• 2012

The purpose of this study is to design and develop the e-mentoring system which supports the effective information education and to evaluate the usability of the system. Through literature reviews of related studies, an effective e-mentoring performance model was drawn. An e-mentoring system was designed and developed based on the model. 237 middle school students who had participated in e-mentoring for the information education evaluated the usability of the system. As a result of it, the system was considered good in both category(supporting mentoring(M=3.63), technology(M=3.78). The means of subcategories of 'supporting mentoring'(instructional easiness, psychological safety, and adaptability) were scored 3.65, 3.30, 3.43 respectively. And means in the subcategories of 'technology'(usefulness, accuracy, and look & feel) were 3.90, 3.64, and 3.73. It can be concluded that the e-mentoring system developed in this study was effective in mentoring information education.

• Journal of the Korea Society of Computer and Information
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• v.15 no.6
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• pp.91-99
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• 2010

The purpose of this study is to design and develop an e-mentoring system for full inclusion. Through the literature review of related studies, the e-mentoring performance model was drawn. Based on this model, an e-mentoring system was designed and developed. Especially the horizontal mentoring was mainly considered during the procedure. To evaluate the usability of the system, 2 system managers, 5 mentors, and 5 mentees were chosen and they were interviewed by researchers. Researchers used an interview instrument(10 items) consisting of mentoring support(cognitive support, affective support, adaptability) and technical support(convenience, accuracy, look & feel) categories. On the whole affirmative responses were given in both mentoring support and technical support areas. It can be concluded that the e-mentoring system is very effective in supporting full inclusion. In future it is recommended that several empirical studies of utilizing the e-mentoring should be performed.

• The Korean Journal of Food And Nutrition
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• v.25 no.4
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• pp.999-1007
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• 2012

This study is to implement a model of CPC-mentoring program based on the mentoring theory and research environment analysis as well as to present the operation case of teaching and learning in colleges. Major research results should use the practical research methods utilizing the statistical program in order to verify the effectiveness of the program of CPC-mentoring program by comparing the before with the after of running the CPC-mentoring program of the research objects, comparison group (61 people) and experiment group (33 people). After running the CPC-mentoring program, whether there was a certification's acquisition or not of the comparison group and the experiment group, a statistically significant difference between the comparison group 34.3% (21) and the experiment group 72.7% (24), (p<0.05) was shown. The goal of the students participating in the CPC-mentoring program was to help one another in order to obtain certification. moreover, by engaging in mutually developing human relationship activities thru various methods, such as adaptation of college life, development of sociality, graduation, etc., good cooperative relationships with one another as well as further development of the relationship was formed. CPC-mentoring program is neither doing only people that want nor being effective for people only that want. A successful matching will naturally lead to all success since mentoring is human relationships is the misunderstanding. The role of a mentoring coordinator(professor) for the operation of a successful CPC-mentoring program and for the application method of detailed CPC-mentoring program was set. In addition, by considering the connectivity with the counseling guidance (shared and individual guidance) of students, which is the characterization direction of technical department of the college, it is expected to make a positive contribution if utilized in a multilateral manner.

• Journal of Korean Clinical Health Science
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• v.5 no.4
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• pp.998-1008
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• 2017

Purpose. The effect of mentoring program on the adaptability of college students to occupational therapy freshmen. Method. Pre-post-test design was performed, and 20 experimental group were selected. Six students in the senior grade of occupational therapy, who can serve as a mentor to experimental groups, were selected from March 28, 2017 to April 26, 2017 conducted a mentoring program. They used BDI, SACQ, Interpersonal relation test. Result. The results of this study are as follows. The mentoring program was effective in improving the adaptation of college students to school life. It was found that the mentoring program was effective in major adjustment, social adjustment, personal-emotional adjustment and academic adjustment. Conclusion. The mentoring program had a significant effects on major adjustment, social adjustment, personal-emotional adjustment and academic adjustment in occupational therapy college freshman.