Browsing by Subject "mentoring"

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  • Väänänen, Pauliina (Helsingfors universitet, 2016)
    Aim: People with speaking disabilities have equal rights to functional interaction and communication as people without disabilities. These rights actualize only through the actions and skills of more able communicators. Guiding staff and family members is an important part of every speech and language pathologist's (SLP) job, especially if the client has severe learning disability. However, many SLPs experience guiding difficult and the results of staff communication training have been unsatisfactory. There are different models that can be used to help the process of indirect speech and language therapy. One of them is called Intensive interaction (II). Its role in enhancing interaction skills of more able communicators has only been studied a little. The purpose of this study is to find out if II is a meaningful approach to carry out indirect speech and language therapy. The aim was to find out if and how the interaction skills of a staff member change during an II process. The aim was also to figure out how she saw the significance of II. Methods: This research data were collected in the Communication and Technology Centre Tikoteekki of the Finnish Association on Intellectual and Developmental Disabilities. The data were collected during an II process that took place in 2014 and 2015 in a residential unit for people with learning disabilities. This study had two participants, one of whom was a resident with multiple learning and speaking disabilities, and the other one a staff member. The video material was composed of 14 interaction videos between the resident and the staff member, and one video of guidance discussion between the staff member and the mentoring SLP in the end of the process. The data were analysed according to the themes arising from the data, by mostly qualitative means. The changes in interaction skills were described with different tables and transcriptions. The guidance discussion was transcribed and analysed according to inductive analysis. Results and conclusions: The interaction style of the staff member became more sensitive and present. That change manifested through improvements in four elements of interaction: distance from the interaction partner, touching, quality and quantity of vocalization and tasklessness of interaction. The staff member saw II as a meaningful approach, especially for herself as an employee, but also for her interaction partner with multiple disabilities and more generally. These results suggest that II is a meaningful and effective means of mentoring significant others to become more sensitive, skillful and able interaction partners for persons with severe speaking disabilities. Additionally this study gives premises for further research on II and indirect speech and language therapy. In light of this research II is also important on societal level.
  • Herrala, Merituuli (Helsingfors universitet, 1999)
    Tutkimuksen tarkoituksena oli selvittää Teknillisen korkeakoulun Tuotantotalouden osaston jatko-opintojenohjauksen nykykäytännöt ja kartoittaa jatko-opiskelijoiden kokemuksia jatko-opintojen ohjauksesta. Lisäksi haluttiin kehittää ohjauksen käytäntöjä. Tutkimusote oli kvalitatiivinen ja pääasialliset tutkimusmenetelmät olivat grounded theory ja teemahaastattelu. Jatko-opiskelijoita haastateltiin yhteensä 18 Tuotantotaloudenosaston kaikilta jatkokoulutuslinjoilta: perinteiseltä linjalta, valtakunnallisesta tohtoriohjelmasta ja teollisuuden tohtoriohjelmasta ExIMasta. Tutkimuksen teoriapohjana olivat konstruktivistinen oppimiskäsitys ja sosiaalikonstruktivismi. Tutkimuksessa pyrittiin löytämään tutkimuksen teon elementit ja selvittämään, kuinka tutkijankoulutusprosessia tulisi konstruktivistisen oppimiskäsityksen mukaisesti tukea. Tieteellisen tiedon tuottamista sosiaalisena prosessina ja ryhmän tukea tutkimuksen teossa käsiteltiin sosiaalikonstruktivistisen teorian avulla. Tutkimuksen päätulokseksi saatiin, että jatko-opiskelijan tutkimusprosessin ohjaamiseen kaivataan suunnitelmallisuutta ja struktuuria. Tutkimuksen tuloksena esitetyn ohjausmallin mukaan opiskelija halutaan aktivoida pohtimaan omia tavoitteitaan ja tutkimuksen teon etenemistä sekä ohjaustarpeitaan jatahoja, joista ohjausta voi hakea. Tämän prosessin tueksi sekä jatko-opiskelijan ja ohjaajan avuksi tutkimuksessa esitetään käytännön työkalu, ohjaussuunnitelma. Yksilöohjauksen järjestäminen on kaikilla jatkokoulutuslinjoilla opiskelijan omalla vastuulla, ja usein ohjaustilanteiden järjestäminen koetaan vaikeaksi. Jatko-opiskelijoilla on useita ohjaustahoja, esimerkiksi oman korkeakoulun ja muiden korkeakoulujen professorien lisäksi tutkijakollegat ja teollisuuden edustajat. Yksilöohjaus on menetelmä- ja sisältötukea, henkistä tukea, kannustusta, keskustelua, ideoita ja ajatusten jäsennystä. Vertaisohjaukseen kuuluu näiden lisäksi samassa tilanteessa olevien ihmisten tuki, palaute ja kritiikki. Hyvän ohjauksen elementtejä ovat kannustaminen ja innostaminen, neuvominen ja jäsentäminen sekä seuranta ja säännöllisyys. Ohjauksessa tulisi lisäksi ottaa huomioon jatkotutkinnon erilainen merkitys eri opiskelijoille. Jatkotutkinto merkitsee joillekin ajokorttia akateemiseen maailmaan, toisille ammatillista kehitystä teollisuudessa. Tutkimuksen teon eri vaiheissa tarvitaan erilaista ohjausta: alkuvaiheessa tiukkaa ohjausta, jotta tutkimuksen oikeat urat löytyvät, raakatyön vaiheessa tukea ja kannustusta, jotta aineistonkeruu ja analyysi onnistuvat, ja loppuvaiheessa tutkimusraportin kommentointia. Tutkimuksessa todetaan lisäksi, että tieto- ja viestintätekniikkaa hyödyntäen voidaan hoitaa joitakin ohjausalueita paremmin kuin nykykäytännöillä. Tutkimuksen tärkeimpiä lähteitä olivat grounded theoryn osalta Strauss & Corbinin(1990) teos, ohjauksen osalta Aittolan (1995), Aittolan & Määtän (1997, 1998) tutkimukset ja Ackerin,Hillin & Blackin (1994) tutkimukset sekä konstruktivismin osalta von Wrightin (1996) ja Tynjälän (1999) tutkimukset.
  • Westanmo, Ida (Hanken School of Economics, 2000)
    Working Papers
    This paper discusses mentoring from the mentors' point of view in an entrepreneurial setting. The aim of the paper is to present why mentoring can be considered important for entrepreneurs who are mentors and under what circumstances mentoring is valuable for the mentor. A pilot mentorprogramme was conducted among women entrepreneurs during 1998. A study was made in order to examine the mentors’ perception of the programme. Firstly mentoring and entrepreneurship in Finland are discussed briefly. Secondly the results of the study are presented. The results of the study show that mentoring can be valuable for the mentors both on a vocational and a personal level. However, it is important to choose the mentees of the programme on a rather strict basis. The results demonstrate a need to be careful in choosing mentees.
  • Fagerholm, Fabian; Johnson, Patrik; Sanchez Guinea, Alejandro; Borenstein, Jay; Münch, Jürgen (IEEE, 2013)
    Nowadays, many software projects are partially or completely open-source based. There is an increasing need for companies to participate in open-source software (OSS) projects, e.g., in order to benefit from open source ecosystems. OSS projects introduce particular challenges that have to be understood in order to gain the benefits. One such challenge is getting newcom- ers onboard into the projects effectively. Similar challenges may be present in other self-organised, virtual team environments. In this paper we present preliminary observations and results of in-progress research that studies the process of onboarding into virtual OSS teams. The study is based on a program created and conceived at Stanford University in conjunction with Facebook’s Education Modernization program. It involves the collaboration of more than a dozen international universities and nine open source projects. More than 120 students participated in 2013. The students have been introduced to and supported by mentors experienced in the participating OSS projects. Our findings indicate that mentoring is an important factor for effective onboarding in OSS projects, promoting cohesion within distributed teams and maintaining an appropriate pace.
  • Fagerholm, Fabian; Sanchez Guinea, Alejandro; Münch, Jürgen; Borenstein, Jay (ACM, 2014)
    Context: Onboarding is a process that helps newcomers become integrated members of their organisation. Successful onboarding programs can result in increased performance in conventional organisations, but there is little guidance on how to onboard new developers in Open Source Software (OSS) projects. Goal: In this study, we examine how mentoring and project characteristics influence the effectiveness and efficiency of the onboarding process. We study a collaboration program involving a total of nine Open Source Software projects and more than 120 students from different universities around the world as part of Facebook's Education Modernization Program. Method: We use quantitative measurements of source code repositories, issue tracking systems, and discussion fora to examine how newcomers become contributing members of their OSS projects. Results: We found that developers receiving deliberate onboarding support through mentoring were more active at an earlier stage than developers entering projects through conventional means. Also, we found that project size and lifetime influenced onboarding. Conclusion: Empirical decision support can contribute to a more effective onboarding process in OSS projects. Mentor support in critical stages can accelerate the process, but project maturity is also a significant factor that increases the effect of onboarding.