Sood L, Myers O, Tigges B
Albuquerque Academy & University of New Mexico.
Chron Mentor Coach. 2022 Dec;6(Spec Iss 15):616-623.
Intrinsic and extrinsic awards may motivate mentors and thus strengthen the organizational mentoring climate (OMC). Several institutions offer extrinsic awards for mentoring to recognize exceptional mentorship by individuals who support junior faculty in their career development. Mentees, peers, or institutions may nominate mentors for these awards. However, the faculty's perception of the importance of these awards and the association between their availability and mentoring outcomes remain unclear. We conducted secondary data analysis of a cross-sectional survey of 298 individuals (5%) from a pool of 6,152 faculty from the University of New Mexico (Main Campus and Health Sciences Center) and Arizona State University. The mentoring award's importance to faculty subgroups and the relationship of its perceived availability with providing/receiving and confidence in mentoring was determined. Participants completed the online OMC importance and availability draft scales, containing one item each on the award. Of all participants, 60.4% rated an award as very or somewhat important. Only 7% reported award availability (reaching 19% for ASU faculty). Women and Hispanic faculty rated the award as more important than their respective counterparts. Although availability was not associated with providing mentorship, faculty reporting unavailability were less likely to be receiving mentorship than others. Mean self-reported confidence in mentoring was higher among those reporting availability than in other groups. University faculty, particularly women and Hispanic, rate a mentoring award as important, yet few report their availability. Although availability is not associated with providing mentorship, it is associated with receiving mentorship and confidence in mentoring. The study's cross-sectional nature, low participation rate, and inability to independently confirm award availability limit its findings. Organizations need to establish and raise awareness of a faculty mentorship award as part of efforts to strengthen the OMC.
内在奖励和外在奖励可能会激励导师，从而加强组织的指导氛围（OMC）。一些机构为指导提供外在奖励，以表彰那些在初级教员职业发展中提供支持的个人所做出的杰出指导。学员、同行或机构可以提名导师获得这些奖励。然而，教员对这些奖励重要性的认知以及奖励的可得性与指导成果之间的关联仍不明确。我们对来自新墨西哥大学（主校区和健康科学中心）及亚利桑那州立大学的6152名教员中的298人（5%）进行了横断面调查的二次数据分析。确定了指导奖励对教员亚组的重要性及其感知可得性与提供/接受指导以及对指导的信心之间的关系。参与者完成了在线的OMC重要性和可得性量表初稿，其中每项都包含一个关于奖励的项目。在所有参与者中，60.4%的人认为奖励非常或有些重要。只有7%的人报告奖励是可得的（亚利桑那州立大学教员中这一比例达到19%）。女性教员和西班牙裔教员认为奖励比各自的同行更重要。虽然奖励可得性与提供指导无关，但报告奖励不可得的教员比其他人接受指导的可能性更小。报告奖励可得的人自我报告的指导信心平均高于其他组。大学教员，尤其是女性和西班牙裔教员，认为指导奖励很重要，但很少有人报告其可得性。虽然奖励可得性与提供指导无关，但它与接受指导以及对指导的信心有关。该研究的横断面性质、低参与率以及无法独立确认奖励可得性限制了其研究结果。组织需要设立并提高对教员指导奖励的认识，作为加强OMC努力的一部分。
