Workplace Mentorship. Interviews on Workplace Mentorship: Background, Methodology and Data Analysis.

Autor/in	Evenson, Jill S.
Institution	Far West Lab. for Educational Research and Development, San Francisco, CA.
Titel	Workplace Mentorship. Interviews on Workplace Mentorship: Background, Methodology and Data Analysis.
Quelle	(1982), (93 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Education; Career Exploration; Education Work Relationship; Educational Research; Employer Attitudes; Employment Potential; Experiential Learning; High Schools; Interviews; Job Skills; Mentors; Secondary Education; Student Attitudes; Vocational Education; Vocational Maturity; Work Experience Programs + Suchen Sie Ihr Suchwort? Arbeitslehre; Berufserkundung; Bildungsforschung; Pädagogische Forschung; Arbeitgeberinteresse; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Experiental learning; Erfahrungsorientiertes Lernen; High school; Oberschule; Interviewing; Interviewtechnik; Produktive Fertigkeit; Sekundarbereich; Schülerverhalten; Ausbildung; Berufsbildung; Berufsreife
Abstract	As one activity of the Workplace Mentorship study, 75 interviews were conducted in 15 programs to examine 30 mentorships. In each program five persons were interviewed: two mentors, two students, and one program staff person. Students were in eleventh or twelfth grade or recently out of high school. The interviews collected from the three types of informants parallel information of their perceptions of (1) what occurred in the mentorship that was related to employability development; (2) the value of the mentorship experiences, and (3) factors that affected the mentorship. Activities that were indicated as important to employability development included learning about a particular job, skills in talking and listening to others, learning about rules and how people behave at work, and exhibiting mature workplace behavior. Almost all students felt the mentorship had an effect on their future plans; for some the mentor had been the most important influence. Staff and mentors saw the mentorships as positively and significantly helpful in preparing the young person for work. Students and staff most often cited the strengthening of personal and interpersonal skills growing out of the mentor relationship as proof of a successful mentorship. (The instruments and a qualitative analysis are appended.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC