Wyniki wyszukiwania - Biblioteka Nauki

1

Mentoring: przyszłość nauczania osób dorosłych - recenzja

100%

Gierłach I. , Gadacz T.

e-mentor

|

2016

|

nr 3 (65)

68-71

EN

The article is a review of the book entitled The Mentor's Guide. Facilitating Effective Learning Relationships. This publication presents the issue of mentoring, examines it from the depth perspective and presents from a new angle of critical reflection and application. The review summarizes the content of the book, which describes the role of mentor, mentee, mentoring relationships. The publication explains stretch goals, defines clear-cut objectives, outlines activities that will help achieve them. It is also a rich resource of information about cross-cultural mentoring. Presents the learning-centered mentoring paradigm and examines its seven critical elements, elaborates the four phases of mentoring cycle and also, provides practical tools and techniques to become successful professionals and leaders. The author of this book included templates and worksheets aiming at guiding and helping to understand the essence of mentoring. The publication is recommended as an informative resource for mentors and advisors working in organizations or universities. Also, it would be a tremendous asset to advisor-training events and helpful for all educators.

2

Mentoring in Polish nonprofit organizations

85%

Seiler B. , Bortnowska H.

Organizacja i Zarządzanie : kwartalnik naukowy

|

2019

|

tom nr 3

133--157

EN

Mentoring is used by enterprises as an effective method of developing the competences of their employees. The purpose of the article was to determine the areas of application of mentoring in nonprofit organizations. The authors conducted a systematic review of the issue, which highlighted that there are few publications on this topic. On the basis of this review, a theoretical framework was prepared, which was further verified. Three areas of the application of mentoring in Polish nonprofit organizations were distinguished: staff development, the professionalization of the organization as a whole and the implementation of its stated mission principles or statutory goals1. Subsequently, 26 nonprofit organizations that use mentoring were selected and an analysis of the words contained on their websites was conducted (supported by IRAMUTEQ program). To triangulate data, a semi-structured interview with one of the surveyed organizations was conducted. An analysis showed that nonprofit entities use mentoring not only as a method of developing employee competences, but also to professionalize the entire organization as well as directly to achieve statutory objectives. In addition, it has been shown that Polish nonprofit organizations use both intra-sectoral and cross-sectoral mentoring. The research results may be the basis for further analyzes of the use of mentoring in nonprofit entities regarding its effectiveness in particular areas, as well as the relationships between various areas.

3

Zastosowanie mentoringu w działaniach profilaktycznych i resocjalizacyjnych (na przykładzie Stanów Zjednoczonych)

85%

Barczykowska A. , Dzierzyńska S.

Resocjalizacja Polska

|

2012

|

nr 3/2012

263 - 276

PL

Artykuł przedstawia historię, główne zasady oraz możliwości zastosowania mentoringu w obszarze profilaktyki i resocjalizacji. Ilustrację stanowią wybrane programy mentoringowe skierowane do dzieci i młodzieży wykluczonych i niedostosowanych społecznie, zagrożonych tymi zjawiskami oraz osób dorosłych przygotowujących się do opuszczenia zakładu karnego, realizowane w Stanach Zjednoczonych.

EN

The article presents the history, main principles and possibilities of apply mentoring in the area of prevention and correction. The illustration compose selected mentoring programs for children and young people excluded and socially maladjustment and adults preparing to leave prison, implementing in the United States.

4

Kongres Rozwoju Edukacji - spotkanie środowiska akademickiego

80%

Dąbrowski M. , Mischke J. M. , Piotrowska D. , Zając M. , Zieliński W.

e-mentor

|

2014

|

nr 5 (57)

5-8

EN

The article is a report from that Congress of Development in Education the was held on 12-13 November 2014 at the University of Economics in Katowice. The event is organized by the Foundation for the Promotion and Accreditation of Economic Education in collaboration with the Universities of Economics in Cracow, Katowice, Poznań and Wrocław as well as the Warsaw School of Economics. It was based on the experience gained during the 10 years of the conference "The development of e-learning in higher education of economics" (e-edukacja.net), yet its scope and the forms of active participation have been significantly extended.

5

The Importance of Role Modeling in Mentoring Women: Lessons from Pat Summitt Legacy

80%

Picariello M. , Waller S. N.

|

2016

|

tom 71

|

nr 1

5-13

EN

The role of mentoring for women in sports industry has gathered attention among researchers in the past years (Bower, 2009; Bower, & Hums 2009, 2014; Weaver, & Chelladurai, 1999, 2002). Since few women are in leadership positions (Acosta, & Carpenter, 2014), cross-gender mentoring relationships are more likely to happen (Hopkins et al., 2008). However, according to Kram (1985), cross-gender mentoring relationships are more complex in terms of individual development and quality of the developmental relationship. In particular, role modeling function is limited (Kram, 1985). Therefore, the purpose of this study was to examine the functions of the same gender mentoring relationships looking at coach Pat Summitt, the winningest coach in NCAA Division I basketball history and a woman in leadership position (Becker & Wrisberg, 2008). Due to the exploratory nature of the study and the huge impact of Pat Summitt on sport (Janssen, & Dale, 2002, De Marco, & Mccullick, 1997), a single case study design to analyze her relationships from the staff and players’ perspectives was utilized as the method for data collection. This study collected data published on American news sites located using Internet search engines Google News (http://www.google.com) for 7 days. The dataset included content published through national and regional online news media, radio, television and entertainment websites and blogs. Texts were qualitatively reviewed with a content analysis and coded (Patton, 2002). This study identified career and psychosocial functions that were important in developing an effective mentoring relationships. In particular, the psychosocial functions of “role modeling” was identified as the most important for the relationship. In fact a female mentor as a role model can be perceived as a woman that has successfully overcome discriminatory barriers to career advancement.

6

Mentoring Student Training: What Do Mentors Do?

80%

Martínez-Figueira E. , Raposo-Rivas M.

The New Educational Review

|

2014

|

tom 37

188-201

EN

In this paper we look into the role of mentors in student training given it is of paramount importance and at times both unknown and undefined. We studied this issue through research conducted in three Spanish universities using Creswell’s biphasic model along with sequential data triangulation. We obtained information by interviewing mentors and applying an electronic questionnaire. The results show that basically mentors are available for students in student training, facilitate their integration in the center. The study indicates that conceptualizing and operationalizing mentoring functions is difficult, however, they set up a reference for the development of student training.

7

Tutoring and Mentoring: An A.R.C. Model for Future Teachers: Affective, Reflexive and Cognitive Orientation to Self-regulated Learning

80%

Remy P.

Practice and Theory in Systems of Education

|

2015

|

tom 10

|

nr 4

323-328

EN

With a specific focus on tutoring among future teachers this article proposes a model of self-regulated learning. The focus on different mechanisms inherent to the tutoring relationship will consider Affective impacts or motivation, Reflexive or metacognitive and Cognitive resolutions. The ARC combination proposes that personal skills will be gained and beneficial transfers into the class will be possible. This approach with a model considers explicit learning as a part of tutoring relationship successes. A prospective study on a short scale provides a few indicators in this direction and will be followed by a mentoring study. As private companies also present services in the shadow of the official educational system some recommendations will illustrate the tutoring original pedagogical relation with specific limits and the potential for new understanding.

8

Specialists aged 50+ as coaches and mentors

80%

Richert-Kaźmierska A.

Przedsiębiorstwo we współczesnej gospodarce - teoria i praktyka

|

2013

|

tom 4

|

nr 7

35-48

PL

Głównym celem artykułu jest prezentacja możliwości i uwarunkowań wykorzystywania wiedzy i doświadczenia osób w wieku 50 lat i więcej w przedsiębiorstwach oraz ich otoczeniu. Zaprezentowano specyfikę procesów coachingu i mentoringu. Omówiono możliwości włączenia w takie formy transferu wiedzy specjalistów w wieku okołoemerytalnym.

EN

The main aim of the article is to present how the knowledge, skills and experience of persons aged 50+ can be used in companies and other institutions. The specificity of coaching and mentoring processes has been discussed, as well as possibilities of involving persons aged 50 years and more in them.

9

Analiza przebiegu procesu adaptacji zawodowej w opinii szczecińskich pielęgniarek w zależności od miejsca zatrudnienia

80%

Herman J. , Kapczyńska A. , Śmietana E. , Urbanik A. , Hajduk A. , Pilch D.

Family Medicine & Primary Care Review

|

2011

|

nr 1

23-26

10

Mentoring as Professional Development for Mentors

80%

Szymańska-Tworek A.

|

tom 8

|

nr 2

1-22

EN

The present paper concerns the topic of mentoring in the context of pre-service teacher education. Mentoring refers here to assistance or guidance provided by a school-based teacher who agrees to mentor a student teacher during her or his practicum. More specifically, the paper examines if mentoring can be recognized as a form of professional development for mentor teachers. While a great deal of literature has looked at the benefits student teachers gain from mentoring, an ongoing line of research has acknowledged that teachers in their roles as mentors also can benefit professionally from the experience of mentoring. However, the bulk of this research comes from the Anglo-Saxon context and it cannot be assumed that the experiences of British, American or Australian teachers are shared by teachers in Poland. The aim of the present study then was to identify the ways in which Polish teachers of English who have undertaken the role of a mentor develop professionally through mentoring. The instrument used was a web-based questionnaire. The main findings show that mentor teachers gain professionally primarily through the process of mentoring-being a mentor enhances their capacity for self-reflection and positively impacts their leadership skills, confidence as a teacher, willingness to self-develop, as well as their enthusiasm and commitment to teaching. On the other hand, mentors do not feel they learn directly from student teachers, although, in general, they recognize cooperation with student teachers as an inspirational and positive experience.

11

School-Based Mentoring for Professional Development of Inclusive School Teachers

80%

Bērziņa Ž.

Journal of Teacher Education for Sustainability

|

2011

|

tom 13

|

nr 1

72-83

EN

Because of the importance and the complexity of inclusive education, the implementing of a new teaching method in fifteen schools of four regions of Latvia was integrated with school-based teacher mentoring in a two-year project. A new method of teaching basic concepts for children with learning disabilities was a crucial part of in-service teacher training mentoring programme. This paper illuminates mentors' and teachers-mentees' perceptions on the impact of mentoring on their teaching at the primary school level. Data collected by the means of self-evaluation includes teachers' and their mentors' views on the role of mentoring and teachers' collaboration in teachers' professional development and inclusion of children with special needs. The results of the study show that mentoring and collaboration are pre-conditions for successful teachers' professional development, which creates, in its turn, a favourable basis for enhancement of inclusive education programmes.

12

Profil kompetencyjny profesjonalnego mentora

80%

Baran M.

|

2016

|

nr 2(27)

22-32

EN

Mentoring is a feature of the organization for which it is important to develop human resources. It is used very often when planning a career of employee, during the organizational changes and changes in the workplace. High-class mentoring is associated with competence, experience and a clearly defined role of mentor. The effectiveness and success of this process depends on the mentor personality and their skills becasue mentor is responsible for building relationships with mentees and their personal and professional development. The aim of this article is to present the results of the research of mentors’ competence and build on the basis of their competence Competency Model for mentor. The presented model covers 15 competencies of perfect mentor. Minimum level required to allow for proper and effective performance of the mentor is defined for each competence. Developed competency profile can be used for all organizations implementing mentoring to finding the right mentor.

13

Coaching and mentoring as a response to new challenges in the employees development

80%

Mróz J.

Nauki o Zarządzaniu

|

2013

|

nr 3(16)

75-90

EN

This paper presents the problem of coaching and mentoring in the context of their effectiveness in the employees development. After describing the challenges faced by today’s organizations and individuals, the concept of mentoring has been defined. Moreover the feature of effective mentoring relationships have been pointed out. Then definitions, perspectives, types and the benefits of coaching have been explained. Finally coaching and mentoring have been compared and benefits andbarriers of their use have been shown.

14

Mentoring rozwojowy jako przykład komplementarności międzypokoleniowej

80%

Bakiera L.

e-mentor

|

2016

|

nr 5 (67)

4-13

EN

The article is an attempt to analyse informal mentoring and its double-subjective effects with regard to psychosocial development of both the mentor and the mentee. Mentoring is described here compared with other commonly used concepts of interpersonal interactions such as tutoring and coaching. The author defines mentoring as a specific interpersonal relationship, asymmetric by nature, usually dyadic, where the mentor inspires the mentee to achieve maturity in self-discovery and making life decisions. Being a mentor is one of the most important roles of middle adulthood considering the developmental needs. For young adults, in turn, the relationship with a mentor may support them in fulfilling their developmental tasks. These observations lead to the conclusion that intergenerational complementarity constitutes one of the main features of developmental mentoring.

15

The Lean manager as a mentor in the process of problem-solving in the A3 Thinking approach

71%

Burka I.

|

tom z. 153

21--44

EN

Purpose: The purpose of this study is to gather information on how Polish managers operating in a Lean environment, using mentoring, develop competences related to the application of the A3 Thinking approach among their employees, and how they themselves acquired the competences of mentors, what makes it difficult for them to work with their mentees and what benefits of mentoring they perceive. Design/methodology/approach: To answer the research questions raised, the author conducted a literature review and a qualitative research – multiple-case studies. As part of the qualitative study, five in-depth interviews were conducted. Findings: The main contribution of this study is to provide information on mentoring in the problem-solving process in the A3 Thinking approach and the experiences of mentor-managers. However, they can be used as input data for the design of training and mentoring programmes in the process of learning the A3 Thinking approach. Research limitations/implications: Subjectivity of the analysis, owing to the application of a qualitative approach in the studies. Future research may be connected with creating a mentoring programme in the studied area. Practical implications: The study results can be used as input data for the design of training programs and mentoring programs in the studied area. They can also act as a guidepost and motivation for Lean managers. Originality/value: The literature review shows a small number of scientific publications that contain an approach to mentoring in the problem-solving process in the spirit of A3 Thinking. This publication may provide input data for managers wishing to improve the effectiveness of the problem-solving process.

16

Kapitał ludzki w bibliotekach – zarys problematyki badawczej

71%

Błach M.

Biblioteka i Edukacja

|

2015

|

nr 8

PL

Artykuł prezentuje stan badań na temat jednego ze składników zasobów niematerialnych bibliotek – kapitału ludzkiego. Zgodnie ze współczesnymi teoriami kapitał ludzki postrzegany jest jako źródło korzyści dla biblioteki. W artykule zwrócono uwagę na różne formy rozwijania i doskonalenia umiejętności osobistych i zawodowych, scharakteryzowano przykładowe ścieżki zawodowe bibliotekarzy i zaproponowano zagadnienia powiązane z pojęciem kapitału ludzkiego w bibliotekach warte uwagi polskich bibliotekoznawców, praktyków i teoretyków.

EN

This article describes the current state of research on one of the intangible resources in the modern library - human capital. According to contemporary theories, human capital is an invaluable resource for the library. The article draws attention to different forms of librarian staff personal and professional development, presents sample career paths for librarians, and seeks to highlight the potential for further research in the field of human capital in libraries, to be considered by Polish librarians, practitioners and theoreticians.

17

Principals’ and Mentors’ Shared Responsibilities in Induction of Beginning Teachers

71%

Schwabsky N. , Goldenberg J. , Oppenheimer O. S.

|

2019

|

tom 11(47)

|

nr 3

5-26

PL

Badaniami objęto wspólne obowiązki postrzegane przez izraelskich dyrektorów i mentorów w zakresie doboru mentora, ich zaangażowanie względem konkretnych zadań oraz atrybutów sukcesu wdrożenia początkujących nauczycieli. W baniach wzięło udział 222 dyrektorów oraz 765 mentorów, którzy wypełnili dwa anonimowe kwestionariusze online badające ich perspektywę na powyższe zmienne. Wyniki pokazują, że dyrektorzy i mentorzy różnią się pod względem postrzeganych obowiązków związanych z wyborem mentora, odpowiedzialności za zadania i atrybutów sukcesu wdrożenia początkującego nauczyciela. Zbieżność perspektyw dotyczy kryteriów wyboru mentora i ich zaangażowania we wdrażanie. W dobie złożoności środowisk edukacyjnych, istnieje potrzeba ponownego przeanalizowania wspólnych obowiązków dyrektorów i mentorów w zakresie przygotowania początkujących nauczycieli.

EN

This study examined Israeli principals’ and mentors’ perceived shared responsibilities concerning mentor selection, specific induction tasks, induction success attributes, and their involvement in induction. A total sample of 222 principals and 765 mentors completed two separate online, anonymous questionnaires assessing their perceptions of these aspects. Results show that principals and mentors differ in their perceived responsibilities concerning mentor selection, task responsibilities, and induction success attributes. They coincide on mentor selection criteria and their involvement in induction. Today’s complex, multifaceted induction environments require a reexamination of the principals’ and mentors’ shared responsibilities in the preparation of beginning teachers. The concept of shared responsibilities is discussed.

18

Can High Involvement of Roma Parents Combat the Impact of Poverty? Resilience and Parental Involvement in the Success of Roma Students at School from the Students’ Perspective

71%

Ceglédi T. , Alter E. , Godó K. , Papp H.

Horyzonty Wychowania

|

2024

|

tom 23

|

nr 66

107-120

PL

CEL NAUKOWY: Powtarzającym się pytaniem w literaturze dotyczącej studiów romskich jest to, dlaczego trudno jest osiągnąć przełomowe sukcesy w programach inkluzji. Programy te koncentrują się głównie na podmiotach szkolnych, chociaż rola rodziców jest kluczowa dla rozwiązania problemu. Dlatego też niniejsze badanie dotyczy rodziców i ich roli w sukcesie szkolnym. PROBLEM I METODY BADAWCZE: Celem niniejszego badania jest 1) ujawnienie, w jaki sposób uczniowie pochodzenia romskiego i nieromskiego postrzegają PI swoich rodziców oraz 2) zbliżenie się do wyjaśnienia, w jaki sposób PI wpływa na sukces szkolny uczniów pod kontrolą innych zmiennych. Analiza rzuca światło na poglądy dzieci romskich i nieromskich rodziców na Węgrzech. Zastosowano analizę krzyżową i analizę regresji liniowej. PROCES WYWODU: Przeanalizowano bazę danych o nazwie Discovery of Hidden Value of Mentoring (DHVM), która obejmuje dane uczniów w wieku 13–14 lat (N = 206) (Romowie: 31,1%, nie‑Romowie: 68,9%). WYNIKI ANALIZY NAUKOWEJ: Dla wszystkich szkolnych i domowych wskaźników PI z wyjątkiem jednego (zebranie rodziców), rodzice romscy i nieromscy wykazali takie same wyniki. Niekorzystna sytuacja finansowa ucznia najsilniej determinuje poziom jego sukcesów szkolnych, przeważając nad efektem kompensacyjnym PI. Wariancja wyjaśniona przez model regresji wynosi 30,4%, a model jest istotny (F(7) 5,18, p < 0,001). WNIOSKI, REKOMENDACJE I APLIKACYJNE ZNACZENIE WPŁYWU BADAŃ: Chociaż niekorzystna sytuacja finansowa przeważa nad kompensacyjnym wpływem PI na karierę szkolną, a podmioty polityczne potrzebują wielu działań, aby poprawić sytuację finansową, szkoły i rodziny nie mogą szukać rozwiązań tylko na zewnątrz. Najważniejszym wnioskiem z badań jest to, że istnieje ukryty zasób, który może poprawić sukces szkolny uczniów romskich, a mianowicie PI. Na podstawie wyników można zalecić szkołom partnerską współpracę z rodzicami, ponieważ wspólnie mogą zwiększyć przyszłe możliwości i odporność dzieci.

EN

RESEARCH OBJECTIVE: A recurring question in Romani studies is why it is difficult to achieve breakthrough successes in inclusion programs. These programs focus mainly on school subjects, although the role of parents is crucial to solving the problem. This study, therefore, concerns parents and their roles in school success. THE RESEARCH PROBLEM AND METHODS: The purpose of this study is 1) to reveal how Roma and non‑Roma pupils perceive their parents’ involvement (PI) and 2) to come closer to explaining how PI affects students’ school success under the control of other variables. The analysis sheds light on the views of children of Roma and non‑Roma parents in Hungary. Cross‑tabulation analysis and linear regression analysis were applied. THE PROCESS OF ARGUMENTATION: The database called Discovery of Hidden Value of Mentoring (DHVM) was analysed, which includes data from 13–14‑year‑old students (N = 206; 31.1% Roma, 68.9% non‑Roma). RESEARCH RESULTS: For all school‑based and home‑based PI indicators apart from one (parent–teacher conferences), Roma and non‑Roma parents showed the same results. A student’s disadvantaged financial situation most strongly determined their level of school success, overriding the compensatory effect of PI. The variance explained by the regression model was 30.4%, and the model was significant (F(7) 5.18, p < 0.001). CONCLUSIONS, RECOMMENDATIONS, AND APPLICABLE VALUE OF RESEARCH: Although financial disadvantage overrides the compensatory effect of PI on school careers and political entities need much action to improve people’s financial situation, schools and families cannot look only to the outside for solutions. The most significant finding of the research is that there is a hidden resource to improve the school success of Roma pupils, namely PI. Based on the results, the schools are recommended to conduct the partner cooperation with parents, because together they can increase the children’s future opportunities and resilience.

19

Współpraca nauka-biznes w aspekcie kompetencji studentów

71%

Szynkowska M. I. , Węglińska A. , Malinowski P. , Kamińska A. , Koperczak D.

Chemik

|

2013

|

tom Vol. 67, nr 3

192-197

PL

W artykule przedstawiono główne formy współpracy świata nauki i biznesu w zakresie rozwoju kwalifikacji studentów. Opisano podstawowe formy tej współpracy z uwzględnieniem ich problemowych obszarów. Przedstawiono bariery dla współpracy tych dwóch środowisk. Podsumowano akcję pilotażową organizowaną w ramach projektu IDEA "innowacyjne staże wakacyjne" oparte na formule mentoringu.

EN

Forms of science-business co-operation concerning student skills development were presented. The most import forms of the cooperation, including their problem areas, were described. Moreover, barriers in such cooperation were also discussed. The results of the pilot action "innovative internships" based on the mentoring method and organized within IDEA Project were summed up.

20

Mentoring w doświadczeniach polskich menedżerek

71%

Adamska-Chudzińska M. , Blachnicka K.

e-mentor

|

2023

|

tom 100

|

nr 3

32-42

EN

Mentoring, which is increasingly used in the development of professional competences, is rarely analysed in terms of managerial roles and gender. Simultaneously, women in managerial roles increasingly reveal high levels of effectiveness in the business environment. The aim of this article is to diagnose the range and diversity of mentoring experienced by Polish female managers, including two types of mentoring: career and psychosocial. The research involved 370 women who hold managerial positions in organisations located in Poland and who have experience of participating in a mentoring relationship. A quantitative method was used using the Global Measurement of Mentoring Practices questionnaire and the CAWI technique. Student's t-tests and one-way ANOVA preceded by Levene's tests of variance were conducted. It has been demonstrated that the career paths of the surveyed female managers were significantly supported by the activities of the mentor. The extent of psychosocial support was found to be greater than of professional support. In terms of psychosocial mentoring, top-level female managers received the greatest extent of support, and in terms of career mentoring, those whose relationship with a mentor was both formal and informal and varied by the gender of the mentor. The findings presented here may be useful in improving mentoring programmes targeted at female managers.

PL

Coraz powszechniej wykorzystywany w rozwoju kompetencji zawodowych mentoring rzadko jest przedmiotem analiz z uwzględnieniem ról menedżerskich, a także płci. Równocześnie kobiety pełniące funkcje menedżerskie coraz wyraźniej ujawniają wysoką efektywność w sferze biznesu. Celem artykułu jest usystematyzowanie wiedzy dotyczącej mentoringu oraz diagnoza jego zakresu i zróżnicowania mentoringu doświadczanego przez polskie menedżerki z uwzględnieniem mentoringu zawodowego i psychospołecznego. Badaniami objęto 370 kobiet pełniących funkcje menedżerskie w organizacjach usytuowanych na terenie Polski i posiadających doświadczenie uczestniczenia w relacji mentoringowej. Wykorzystano metodę ilościową przy zastosowaniu kwestionariusza globalnego pomiaru praktyk mentoringowych GMMP i techniki CAWI. Przeprowadzono testy t-Studenta i jednoczynnikowe analizy wariancji ANOVA poprzedzone testami Levene’a. Wykazano, że kariera badanych menedżerek w dużym zakresie wspierana była działaniami mentora. Przy czym zakres wsparcia psychospołecznego okazał się większy niż wsparcia zawodowego. Z kolei w ramach mentoringu psychospołecznego najwięcej wsparcia uzyskiwały menedżerki najwyższego szczebla zarządzania, a w zakresie mentoringu zawodowego te, których relacja z mentorem miała charakter zarówno formalny, jak i nieformalny oraz była zróżnicowana ze względu na płeć mentora. Zaprezentowane wyniki mogą być przydane w procesie doskonalenia programów mentoringowych kierowanych do kobiet menedżerek.