HRD Instrument on mentoring

8/14/2019 HRD Instrument on mentoring

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PROJECT REPORT ON DEVELOPING AN

INSTRUMENT ON MENTOR STYLE

SUBMITTED TO SUBMITTED BY

Prof. Rajnish Kumar Misra Arundhati Biswal - 020

Swati Tripathy - 049

Sangeeta Das - 186

Subhadarshini Das - 140

Anuradha Bose 145

Bhavna Malik - 154


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ACKNOWLEDGEMENT

We wish to express our deep sense of gratitude to our PROJECT GUIDE Prof. Rajnish

Kumar Misra , for his continuous and tireless support and advice not only during the

course of our project

We express our profound gratitude to the respondents of different organizations without

whose support this project would not have taken this form. It was a pleasure and good

experience for us to work on this project.

We would also like to thank our friends without whose support we could not have

completed this project.


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CONTENTS

Introduction

Concept of the study

Review of literature

Objective of the project

Theoretical and operational definition

Review of Dimensions

Analysis of the output:-

Descriptives

Correlation

Independent Samples TTest

Factor Analysis

Reliability

Norms


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EXECUTIVE SUMMARYAn intellectual person had quoted:

A mentor is one whose hindsight turns to be your fore sightThis study is conducted on the employees of the organization to develop an instrument on mentoring

style. This instrument explicitly measures the mentoring capability of a person i.e., whether a person is

capable of being a good mentor or not. Initially the conception of the project started with through

analysis of classic articles related to mentoring. The operational definition is designed on the basis of

the scrutinizing these articles.

The important characteristics of an outstanding mentor are evident from the classic articles. Under

these characteristic dimensions several sub-dimensions were built. This project underlines dimensions

of a good Mentor like inter-personal skills, counseling skills, self-awareness, role model and business

knowledge.

Inorder to measure the instrument quantitatively several measurement tools are used. Our instrument

measured by some quantitative techniques in SPSS like Independent sample T test,correlation analysis,

factor analysis, reliability test and so on.

After the measurement the norms for different categories of age were done.


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THEME:

Many organizations today view mentoring as a valuable method of supporting individuals on learning

programmes - or indeed as a powerful alternative to more traditional training strategies. Foremost,

mentoring involves communication and is relationship based. Mentoring is defined as a supportive

relationship between a youth or young adult and someone who offers support, guidance and concrete

assistance as the younger partner goes through a difficult period, takes on important tasks or corrects an

earlier problem. It is a process for the informal transmission of knowledge, social capital, and the

psychosocial support perceived by the recipient as relevant to work, career, or professional

development; mentoring entails informal communication, usually face-to-face and during a sustained

period of time, between a person who is perceived to have greater relevant knowledge, wisdom, or

experience (the mentor) and a person who is perceived to have less (the protg). It is an attempt to

transfer experience and expertise from experienced individuals in an organization to the less

experienced. It is often used as a kind of "fast-track" support scheme where one (relatively) senior

manager oversees the activity and performance of a more junior colleague who is earmarked for rapid

progression. "Those organizations using mentoring have found reduced staff turnover". The mentor

relationship is one of the most complex, and developmentally important, a man can have in early

adulthood. The mentor is ordinarily several years older, a person of greater experience and seniority in

the world the young man is entering.


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CONCEPT:

Mentoring is defined as a supportive relationship between a youth or young adult and someone who

offers support, guidance and concrete assistance as the younger partner goes through a difficult period,

takes on important tasks of corrects an earlier problem. As per Murray and Owen, Facilitated mentoring

is a structure and series of processes designed to create effective mentoring relationships, guide the

desired behavior change of those involved, and evaluate the results for the protgs, the mentors and the

organization. But the mentor relationship is one of the most complexes, and developmentally important,

a man can have in early adulthood. The mentor is ordinarily several years older, a person of greaterexperience and seniority in the world the young man is entering. No word currently in use is adequate to

convey the nature of the relationship we have in mind here. Words such as counselor or guru

suggest the more subtle meanings, but they have other connotations that would be misleading. The term

mentor is generally used in a much narrower sense, to mean teacher, adviser or sponsor. As we use the

term, it means all these things, and much more in terms of cordial relationship which two people share.

The basic idea of the instrument development is, keeping in mind the importance of having a mentor in

an organization. By measuring the mentoring ability of a person and the identification of the same would

certainly create value to the organization. So developing the instrument circles around the concept that

could identify the person who inherit such qualities and would act conscientiously towards the protgs

development


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REVIEW OF LITERATURE:

This review is from Emerald Backfiles 2007,Work Study, Vol. 42 No. 6, 1993, by Ken GregsonAs with all new activities/schemes, we should first be clear about our aims and objectives. Why are we

introducing mentoring? What do we expect to achieve? If we are not clear at this stage, implementation

of any particular form of scheme is almost certainly doomed to failure. Are we trying to transfer

professional skills, technical skills, personal skills, communication skills - or the whole bunch? Are we

using mentoring to augment or to replace other forms of training and development activity? In terms of

the organizational framework, we must be sure that we have an organizational culture in which

mentoring can effectively take place. We need a culture in which managers are expected and encouraged

to develop their staff fully, and in which staff are expected and encouraged to make a full contribution,

to grow into their roles and to take on new responsibilities. We must avoid a fear of failure and

encourage an atmosphere in which employees expect to be respected for their honest endeavours.

Although we may have an organization which is task-oriented, it must be recognized that true, long-term

development requires some time to be away from the direct task. This is essential if mentoring is to

succeed.Mentors and those to be mentored must be matched to each other. There is almost certainly has

to be an element of choice with the person as to the individual he or she feels happy to take on - whether

there is a similar degree of choice with the person being mentored is debatable, and may depend on the

nature of the organization. The nature of the relationship, and the responsibilities and demands imposed

by it, must be clearly articulated. Mentoring is not a replacement for an effective training and staff

development scheme - but it can make one even more effective. Most organizations which have adopted

mentoring have already developed good staff development systems. Mentoring has, quite rightly, been

seen as a particular vehicle to use for certain people to develop certain attributes and skills.


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This review is from Leadership & Organization Development Journal17/3 [1996] 5056, by

Terri A. Scandura, Manuel J. Tejeda, William B. Werther and Melenie J. Lankan University of

Miami, Coral Gables, Florida, USA

Why should an organizations leaders support mentoring, given that research and practice suggests that

mentoring offers mixed results for the organization and its leaders (Jacobi, 1991; Merriam, 1983)?

Mentors foster nurturing environments wherein protgs may develop faster and more completely than

their peers and are therefore better prepared to compete in the organization and as leaders. This clearly

creates issues related to non-egalitarian work environments in which some individuals receive

preferential treatment (both in perception and in reality). A key issue for future research and theory

integrating leadership and mentoring is whether the costs of a non-egalitarian work environment

outweigh the benefits of mentoring. Potential benefits of mentoring are first explored in this paper. Our

intent is to unite the mentor, protg, organizational worlds into a coherent argument for greater

corporate-sponsored support for mentoring. We conclude that leader-supported mentoring offers leaders

a pathway towards more effective and more egalitarian organizations. Therefore, attributions about

mentoring motives range from the selfish to the altruistic, the political to the organizational. On the

selfish end of this continuum, many mentors realize that the very art of mentoring shapes protgs

motivations. Continued long enough, a shared commitment may grow into a bond of loyalty between the

mentor and protg. As the mentor continues to mentor further with a variety of protgs, the mentor

becomes the hub of a network populated by protgs, tied to the centre through a series of implicit

bargains long since melded into a web of personal and professional loyalties. That network serves in

many capacities, from protgs pulling strings to locating talent and information on behalf of the

mentor (Ragins and Scandura, 1994). Other benefits may accrue to the mentor. The mentors role in the

organization may be seen as having greater legitimization, especially when mentoring is valued in the

organizational culture, as among professionals. Each mentors world is unique, shaped by personal,

professional, and other situational motives. Even within this private world, motives for mentoring are

more likely to be a kaleidoscopic mix that changes through time, rather than a single, fixed viewpoint.


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This review is from the article Characteristics of the Mentoring Experience:A Qualitative Study

by J. Barton Cunningham Nanyang Technological University, Singapore, and Ted Eberle

University of Victoria, British Columbia, Canada, Personnel Review 22,4

There are several historical examples of the mentor/protg relationship. A mentor has been defined as

"someone who served as a career model and who actively advises, guides, and promotes another's career

and training", possibly in a one-on-one mentor relationship of high trust. Terms such as guide, coach,

counselor, guru, confidante, teacher, adviser and role model are frequently cited in conjunction with the

mentoring term. Mentoring has been defined as assistance given on career functions, psycho-social

functions and role modeling as well as on vocational, salary, and promotional matters. Many of these

studies suggest that mentoring serves both vocational and psycho-social functions. What skills are most

useful for mentoring others and how should this relationship be constructed? Mentors are portrayed as

individuals who could help new managers "learn the ropes". Respondents frequently described their

mentors as influential role models, who exhibited behaviour, skills, and styles which they wished to

emulate.

Certain skills and qualities are seemingly important such as:

interpersonal skills;

organizational knowledge;

supervisory skills;

technical competence; power and charisma;

status and prestige;

willingness to be responsible for someone's growth;

ability to share credit;

patience and risk taking.

Mentors are more concerned with protgs developing a sense of commitment to their learning. They

indicated that this sense of purpose and commitment can only be achieved through the protg's

willingness to invest considerable time in learning different aspects of the organization's philosophy and

mandate. This requires patience, endurance, and the protg's willingness to place his career plan

temporarily on the backburner. Mentors placed substantial value on a protg's interpersonal skills and

sensitivity towards the needs of all employees and employee groups. Mentors emphasized the

importance of creating a safe and supportive environment, conducive to sharing responsibility and


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communicating openly. Mentors did not express as great a concern towards the frequency and duration

of meetings, as much as they did towards the quality of the interaction which took place. Quality as

denoted by mentors suggested the provision of appropriate psychological reassurance and affirmation

during intermittent periods of struggle and crisis. Mentors also acknowledged the importance of

focusing their interaction on broader philosophical and conceptual issues affecting both the protg and

the organization in general. protgs, on the other hand, were more intent on discussing specific

management skills and career strategies. This apparent difference may be attributed to the participants'

different levels of experience and the mentor's greater awareness of their ever-changing organizational

environment, as well as how these changes affect the types of skills and abilities protgs are constantly

required to develop. The level of mutual respect was also an important relationship factor. Protgs

place substantial value on this criterion, primarily as it relates to the mentor's willingness to permit them

to become involved in challenging and stimulating work assignments. Mentors also perceived mutual

respect as encompassing respect for the protg's desire to learn. However, mentors also emphasized the

importance of each participant demonstrating respect for the professional and personal integrity of each

member. Mentors and protgs also mentioned the need for respecting each other's shared responsibility.

Mentors emphasized the importance of protgs formulating their own strategies and solutions to

different issues, prior to engaging the advice and wisdom of the mentor. Mentors also emphasized the

importance of protgs recognizing that the relationship was interactive rather than evaluative in nature.

This implied that the protg exercised an equal responsibility in challenging and stimulating the

preconceived ideas and positions of the mentor. The relationship

was evaluative only to the extent that each participant provided his/her partner with direct and honest

feedback.


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This review is from the article Mentoring: a natural act for information professionals?, New

Library World Volume 102 . Number 1166/1167 . 2001 . pp. 269273 by Judith Field

Mentors can provide individuals with career planning advice, professional development guidelines, mid-

career evaluation guidance, personal development suggestions and the building and/or reinforcement of

one's self confidence. Mentors can provide individuals with a helping hand, a listening ear, be a source

for suggestions, advice and information, can provide names of contacts and may personally arrange

introductions. Mentoring is most effective when both parties are honest. This means that the mentee

should be frank about what he/she needs or what his/her expectations are from a mentor. The mentor

must be honest about what he/she is willing to do and to keep any promises he/she makes. Neither party

should have hidden agendas; both parties should recognize the need not to abuse each other's time and

that this relationship is a two-way street.

ROLES FOR MENTORS


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As already mentioned, some of the more traditional roles that mentors assume throughout their

relationship with their mentees are those of teacher, coach, advisor and guide. There are many other

roles that mentors may assume such as: sponsor, role model, valuator, motivator, inspirer, protector,

communicator, confidant, advocate, assessor, partner and the most important one of all that of friend.

Mentors can provide valuable bridges or links in the career development for their mentees. They do this

by providing introductions to people, providing them with background information and making them

aware of opportunities to enhance their professional growth.

MENTOR CHARACTERISTICS

A mentor must be someone who can be permissive in the advice they give. This advice should be seen

as being offered in a non-authoritarian manner and must be soundly based. A mentor must be willing to

take time to find needed information; to be analytical in ascertaining what is really needed; to have a

strong commitment in assisting others in their career development; to be a good communicator who can

provide practical advice and yet can see the big picture. A mentor must be successful and self-confident,

ethical with no personal agendas and be seen as a person of integrity. If an individual selects someone to

be a mentor and it becomes evident that this is not a productive or collegial relationship, the mentee

should end the relationship as quickly and politely as possible. The mentor has the same obligation to

end a non-productive mentoring relationship. The mentee should also feel free to only act on part or

none of the advice given and the mentor should not take these non-actions personally.

This review is from the article Mentoring and career development by S. Gayle Baugh University

of West Florida, Pensacola, Florida, USA, and Sherry E. Sullivan Bowling Green State

University, Bowling Green, Ohio, USA, Career Development International Vol. 10 No. 6/7,

2005 pp. 425-428 q Emerald Group Publishing Limited

Mentoring is no longer viewed as necessarily long-term, as the changing nature of careers and

organizations has caused many relationships to be of a more temporary nature. Benefits, both

instrumental and psychosocial, are seen as accruing to both parties to the relationship, rather than

primarily or only to the protege. Mentoring can be accomplished by immediate superiors, peers within

ones own organization, individuals outside of ones organization, subordinates, and any number of

other individuals. Mentoring relationships need not necessarily be dyadic, as different forms of group

mentoring have been proposed. Mentoring relationships are no longer considered to be relatively rare,


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and may occur sequentially or simultaneously. What is it about mentoring that catches and holds our

attention? We think it captures our attention because mentoring holds both the great potential for

enhancing career success as well as the possibility of contributing to career blunders. When mentoring

relationships are good, they can produce beneficial career outcomes to mentors and proteges as well as

to the organization(s) in which they take place. When mentoring is dysfunctional, it can be disastrous for

the individuals and organizations involved.

OBJECTIVE OF THE PROJECT:

To develop an instrument that measures the capability of a person to become a mentor and also to

develop a healthy mentor-mentee relationship in future.

THEORETICAL DEFINITION OF MENTOR:

Mentor is a person who provides guidance, support, knowledge and opportunities to the Mentee. He

must be self aware and possess excellent interpersonal as well as counseling skills. He should have

sound business knowledge and should also be seen as a role model.

OPERATIONAL DEFINITION OF MENTOR:

Mentor style is the degree to which a person provides guidance and support to the mentee using his self

awareness, interpersonal and counseling skills as well as sound business knowledge.

From the review of various articles, we have found out certain dimensions which a mentor needs to

possess and discussed about those dimensions.


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REVIEW OF DIMENSIONS:

1. INTERPERSONAL SKILLS

It refers to mental and communicative approach applied during social communication and interaction to

reach certain effects or results. The term "interpersonal skills" is used often in business contexts to refer

to the measure of a person's ability to operate within business organizations through social

communication and interactions. Interpersonal skills are how people relate to one another. Having

positive interpersonal skills increases the productivity in the organization since the number of conflictsis reduced. In informal situations, it allows communication to be easy and comfortable. People with

good interpersonal skills can generally control the feelings that emerge in difficult situations and

respond appropriately, instead of being overwhelmed by emotion in prevailing situations.

COMMUNICATION COMPETENCIES:

Communication is a process by which information is exchanged between individuals through a common

system of symbols, signs, or behavior (Webster, 1983, p. 266).

Communication is basically the information exchange which is the exchange, that is only a necessarybut not a sufficient condition for understanding the complex process of communication. The whole

process revolves around the ability to convey the clear cut idea with clarity of thoughts.

Statements:

o Item 1-I discuss the tasks and goals with my colleagues

o Item 2-I encourage my subordinates to give ideas during our meetings

o Item 3-I give a proper direction to discussions, when they become confusing

o Item 4-I affectively convey my ideas to the person who needs my guidance

o Item 5-I ensure that my subordinates feel free to discuss their ideas and opinions

FRIENDLY MANNER:

It is the socio-cultural behavior of a person which reflects his relationship with his subordinates in the

work place. Personal accountability, the value of forgiving, apologizing, and telling the truth, meeting


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conduct (both as an attendee and the leader), how to celebrate special occasions in a multicultural

workplace, maintaining humanity in cyberspace, that visualization and meditation enhance focus and

civility, ways of disagreeing without being disagreeable,that good relationships lead to good business

which leads to success which is determined by this ability.

Statements:

o Item 6-People feel free to come and meet me whenever they need my help

o Item 7-I ensure that a comfort zone is developed between me and my peers

o Item 8-I like to interact with new Employees

ESTABILISHING RAPORT:

Rapport is a process of building a sustaining relationship of mutual trust, harmony and understanding.

It is essentially meeting individuals in their model of the world. This happens through matching the

accessing cues from words, eye movements and body language. Rapport is the ability to be on the samewavelength and to connect mentally and emotionally. It is the ability to join people where they are in

order to build a climate of trust and respect. Having rapport does not mean that you have to agree, but

that you understand where the other person or people are coming from.

Statements:

o Item 9-I meet my subordinates in free time to discuss their problems

o Item 10-I compliment people so that they feel free to talk to me

2. COUNSELING SKILLS

Basic skills in counseling are amplifications of communication skills. In a professional relationship,

basic skills in counseling are hopefully communicated by a counselor's enthusiasm, confidence, and

belief in the client's ability to change. These counselor behaviors are incredibly important in client

outcomes, perhaps more important than theory or technique.

LISTENING:

Listening and assertive communication are discrete skills that can be learned, and once learned, can be

used to enhance any relationship. But typically, a listener needs to attend to the speaker, which means

position him or herself to indicate to the speaker that the speaker is the center of the listeners attention.

Those behaviors can include eye contact, body position, even turning the head to the side, giving the

client your ear, so to speak, encouraging comments from the listener, mirroring body positions.

Statements:


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o Item 11-During interaction I tend to rephrase

o Item 12-I note down the important points while interacting with people

o Item 13-I dont interrupt a person while he is speaking

ANALYZER:

To examine methodically by separating into parts and studying their interrelations. In organizations, the

critical examinations of the issues and taking into consideration each and every aspect reflect the

analyzing ability.

Statements:

o Item 14-I look for the cause and effect relationship while undertaking project.

o Item 15-I make sure to give justification for my course of action.

o Item 16-I simplify the business problems into sub parts for thorough understanding.

TEACHER:

A teacher is someone who imparts knowledge. But setting aside that definition of a teacher, a teacher is

a person of different responsibilities and jobs blended into one. One could not be a teacher without being

able to handle a lot of responsibilities and a flexible personality to adapt to different situations. A teacher

needs to have all the positive traits available; patient, kind, loving, caring, honest, real, down to earth,

friendly, calm, alert, smart, etc., because she has a lot of responsibilities to take care of and must be able

to adapt to different personalities and situations around him.

Statements:o Item 17-I advice my subordinates to move forward with clear objective

o Item 18-I convince my subordinates to proceed in a methodological manner

o Item 19-I help my peers when they feel dejected

EMPATHY:

Empathy means the ability to name the emotions one is observing and to ask the speaker the accuracy in

the perceptions. The Discrete Skills associated with empathy include listening, and reflecting patient

feelings and implicit messages.

Statements:

o Item 20-I make my subordinates feel that I am always with them

o Item 21-I understandpeoples needs and feelings

o Item 22-I try to find out the root cause of my subordinates problems to help them

perform better.


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PATIENCE:

It is the state of endurance under difficult circumstances, which can mean persevering in the face ofdelay or provocation without becoming annoyed or upset; or exhibiting forbearance when under strain,

especially when faced with longer-term difficulties. It is also used to refer to the character trait of being

steadfast

Statements:

o Item 23-I analyze the problems faced by my subordinates, before reaching any

conclusion.

o Item 24-When my subordinates convey their ideas or suggestions, I silently listen to them

until they complete.

o Item 25-I feel annoyed when it takes long for a meeting to start.

MOTIVATOR:

The definition of motivation is to give reason, incentive, enthusiasm, or interest that causes a specific

action or certain behavior. Motivation is present in every life function. Simple acts such as eating aremotivated by hunger. Education is motivated by desire for knowledge. Motivators can be anything from

reward to coercion.Salary, benefits, working conditions, supervision, policy, safety, security, affiliation,

and relationships are all externally motivated needs where as job satisfaction and zeal to perform is

internally motivated need. And the person who influences these feeling in a constructive manner is

known as the motivator.

Statements:

o Item 26-I encourage my subordinates to come up with new ideas

o Item 27-Whenever my subordinates achieve goals, I reward them to keep their morale

high.o Item 28-I set moderately easier goals for my subordinates as compared to the goals that I

set for myself.

3. SELF AWARENESS:


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Self-Awareness states that when we focus our attention on ourselves, we evaluate and compare our

current behavior to our internal standards and values. We become self-conscious as objective evaluators

of ourselves. Self-awareness includes a recognition of our personality, our strengths and weaknesses,

our likes and dislikes. Developing self-awareness can help us to recognise when we are stressed or under

pressure. It is also often a prerequisite for effective communication and interpersonal relations, as well

as for developing empathy for others.

GOAL CLARITY: Goal Clarity requires understanding at all levels of where we are today,

where we want to be tomorrow (define tomorrow), and how we are to get there.

Statements:

o Item 29-I plan my day- to- day activities in such a way that it helps me come closer to my

goal

o Item 30-I analyze the pros and cons of any activity I plan before performing them

o Item 31-I follow a structured approach to achieve my goals

o Item 32-I redesign my objectives , when they become obscure.

COMMITMENT TO OWN DEVELOPMENT: This becomes one of the foremost

characteristic of a mentor. Commitment to its own work by identifying his own mistakes and

developing on them is of utmost importance.

Statements:

o Item 33-I take necessary steps so that I dont repeat mistakes in future

o Item 34-I dont hesitate to learn from people

o Item 35-I attend seminars and conferences concerned within my area of expertise

4. ROLE MODEL:


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Role model is a "person who serves as an example, whose behaviour is emulated by others". True role

models are those who possess the qualities that we would like to have and those who have affected us in

a way that makes us want to be better people.

RESPECT OTHERS: A mentor should have respect for views of his peers and subordinates

which will help to foster a healthy relationship

Statements:

o Item 36-I value genuine efforts put in by my subordinates

o Item 37-I ensure that there is healthy criticism for any effort put forward by my

subordinates

o Item 38-I behave differently with my subordinates who are elder to me

HUMILITY: The term "humility" is derived from the Latin word "humilitas", a noun related to

the adjective "humilis", translated not only as "humble", but also alternatively as "low", or "from

the earth", and "humus", humid. The concept ofhumility addresses intrinsic self-worth.

Statements:

o Item 39-I share the credit of my success with my team

o Item 40-I take the responsibility of my teams failure

PEOPLE ORIENTED: The mentor should look for developing his subordinates and

provide a helping hand at the time of need.

Statements:

o Item 41-I give enough opportunities to my subordinates to grow

o Item 42-I entrust my subordinates with important tasks to develop their capabilities

ETHICAL: The word ethical implies pertaining to or dealing with morals or principles

pertaining to morality; pertaining to right and wrong in conduct.

Statements:

o Item 43-I dont compromise my principles for the companys rules and regulations

o Item 44-Whatever I think is right, I go for it

5. BUSINESS KNOWLEDGE:


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A mentor should have a thorough knowledge and experience of the business as a whole and should also

have knowledge regarding the functioning of various departments such as finance, marketing, human

resources, operation and so on.

INNOVATIVENESS: A mentor should have the quality of being novel: have freshness,

newfangledness, newness, originality in his thoughts and ideas.

Statements:

o Item 45-Even after failing many times, I persist on trying new business related ideas

o Item 46-I look at the business problems from various perspectives to arrive at an

altogether different solution

ENVIRONMENT AWARENESS: A mentor should keep track of the upcoming changes

and developments in his environment .

Statements:

o Item 47-I am aware of the new developments in my area of expertise

o Item 48-I update myself about the changes that are happening in my industry

TECHNICAL COMPETENCE: An individual's knowledge and expertise in the specific

group task and its processes, that is, knowledge of the skills, strategies, and tactics of a sport,

and its rules and regulations. Technical competency is a managerial competency that a

mentor or other leader requires to be successful.

Statements:

o Item 49-I keep adding to my existing skill sets to enhance my competence

o Item 50-I find it difficult to cope up with a new technology


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Descrip tive Statistics

65 2.00 5.00 4.3846 .8041

65 3.00 5.00 4.2769 .5997

65 2.00 5.00 4.3231 .7095

65 2.00 5.00 4.3846 .722265 1.00 5.00 4.2769 .7397

65 1.00 5.00 4.1846 .8820

65 1.00 5.00 3.5231 1.1334

65 1.00 5.00 3.6923 1.0296

65 1.00 5.00 4.1692 .9112

65 1.00 5.00 4.1538 .9393

65 1.00 5.00 2.5538 1.1323

65 1.00 5.00 4.1538 .7548

65 3.00 5.00 4.2923 .5789

65 1.00 5.00 3.8615 1.0440

65 3.00 5.00 4.2615 .6909

65 2.00 5.00 4.2462 .7712

65 1.00 5.00 3.9692 .951565 1.00 5.00 3.9231 1.1083

65 1.00 5.00 3.6154 1.2586

65 1.00 5.00 4.0000 .9520

65 1.00 5.00 4.2615 .8154

65 1.00 5.00 4.1385 .9499

65 1.00 5.00 4.1692 .8398

65 2.00 5.00 4.3231 .7095

65 1.00 5.00 4.1077 .9035

65 2.00 5.00 4.2308 .7239

65 3.00 5.00 4.2615 .6194

65 1.00 5.00 4.0308 .9349

65 1.00 5.00 3.9077 1.2083

65 1.00 5.00 3.6462 1.110165 1.00 5.00 3.8000 1.2525

65 1.00 5.00 3.6000 1.2349

65 2.00 5.00 4.2923 .7229

65 2.00 5.00 3.9077 .8790

65 1.00 5.00 2.3231 1.1195

65 1.00 5.00 4.0615 .9981

65 1.00 5.00 3.6154 1.4218

65 2.00 5.00 4.1692 .7820

65 3.00 5.00 4.2769 .7182

65 1.00 5.00 3.2000 1.2525

65 1.00 5.00 3.8000 .9874

65 2.00 5.00 4.3231 .7727

65 1.00 5.00 3.8923 .9862

65 1.00 5.00 2.2769 1.1111

65 2.00 5.00 4.1846 .9502

65 1.00 5.00 3.7231 1.3051

65 2.00 5.00 4.0769 .8893

65 1.00 5.00 4.2769 .7808

65 3.00 5.00 4.2462 .7078

65 1.00 5.00 3.5538 1.0160

65

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ITEM30

ITEM31

ITEM32

ITEM11

ITEM12

ITEM13

ITEM14

ITEM15

ITEM16

ITEM17

ITEM18

ITEM19ITEM20

ITEM21

ITEM44

ITEM45

ITEM46

ITEM47

ITEM48

ITEM49

ITEM50

ITEM33

ITEM34

ITEM35

ITEM36ITEM37

ITEM38

ITEM39

ITEM40

ITEM41

ITEM42

ITEM43

Valid N (listw ise)

N Min imum Max imum Mean Std . Deviation

ANALYSIS OF THE OUTPUT


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STEP 1: The first step in the analysis of the data collected is the Descriptive statistics. This table

provides the summary statistics, like mean, standard deviation, the maximum and minimum value for

each variable as answered by the respondents in a scale of 1 to 5.

The mean value for each item signifies the average score given for that item on a scale of 1 to 5,

by 65 respondents.

The standard deviation for each item signifies the spread of the responses, i.e. the average

difference of the scores from the mean of the distribution.

The minimum value for each item signifies the minimum score allotted to that item by any of the

respondents.

The maximum value for each item signifies the maximum score allotted to that item by any of

the respondents.


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Correlations

STEP 2: The next step in the analysis is the correlation table.

Here, we have found out the Pearson correlation coefficient, which gives information about the

degree of correlation as well as the direction of the correlation.

Correlation signifies the degree of relationship between two variables. It may be either positive

or negative correlation. Thus its value varies from +1 to -1. Positive correlation signifies thatwhen there is increase in the value of one variable, the value of the other variable also increases.

Negative correlation signifies that when there is increase in the value of one variable, the value

of the other variable decreases.


24/37

From the above displayed correlation table, we find out the homogeneity index. Here, we

analyze each items correlation with the total score. The above highlighted column shows the

same. We see that those correlation value which are accompanied by either a double star or a

single star are highly correlated with the total score, i.e., they play a significant role in explaining

the most appropriate characteristics required to be a mentor. Hence, we delete those items which

are not significantly correlated with the total score. In this case, we have deleted 13 items, which

are, 6, 7, 8, 10, 11, 22, 24, 37, 38, 42, 46, 47 and 48. With the remaining items, we proceed

towards the next step.


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Group Statistics

44 4.6136 .6547 9.870E-02

21 3.9048 .8891 .1940

44 4.3636 .5743 8.658E-02

21 4.0952 .6249 .1364

44 4.4318 .6611 9.967E-02

21 4.0952 .7684 .1677

44 4.5682 .5866 8.843E-02

21 4.0000 .8367 .1826

44 4.3409 .6450 9.723E-02

21 4.1429 .9103 .1986

44 4.2727 .8174 .1232

21 3.9524 1.0713 .2338

44 4.4091 .6220 9.377E-02

21 3.6667 1.0165 .2218

44 4.6136 .4925 7.425E-02

21 3.7143 .7171 .1565

44 4.2500 .6862 .1035

21 3.8095 1.2091 .2638

44 4.4318 .5866 8.843E-02

21 3.8095 .8136 .1775

44 4.4091 .5421 8.172E-02

21 3.9524 .6690 .1460

44 4.3636 .6135 9.248E-02

21 3.3333 1.1106 .2423

44 4.4318 .5866 8.843E-02

21 2.8095 1.4359 .3133

44 4.1136 .6893 .1039

21 2.6667 1.1972 .2613

44 4.3864 .6182 9.319E-02

21 2.5714 1.3628 .2974

44 4.1591 .8337 .1257

21 2.4286 1.1212 .2447

44 4.3409 .5683 8.567E-02

21 3.7619 .9437 .2059

44 4.0227 .9019 .1360

21 3.5238 1.2498 .2727

44 4.4318 .6250 9.422E-02

21 3.9048 .7003 .1528

44 4.3864 .6893 .1039

21 3.9524 .8646 .1887

44 4.3409 .6450 9.723E-02

21 3.1905 1.0305 .2249

44 4.3636 .8378 .1263

21 3.0000 1.0488 .2289

44 4.2500 .7193 .1084

21 2.2857 1.1019 .2405

44 4.2500 .6515 9.821E-02

21 3.4762 1.2498 .2727

44 4.4545 .5888 8.877E-02

21 3.8571 1.0623 .2318

44 3.6591 1.0330 .1557

21 2.2381 1.1360 .2479

44 4.1818 .8148 .1228

21 3.0000 .8367 .1826

44 4.5000 .6288 9.479E-02

21 3.9524 .9207 .2009

44 4.1591 .9135 .1377

21 3.3333 .9129 .1992

44 4.3636 .6503 9.803E-02

21 2.3810 1.3220 .2885

44 4.3409 .7759 .1170

21 3.5238 .8729 .1905

44 4.4318 .5455 8.224E-02

21 3.9524 1.0713 .2338

44 3.7727 .9367 .1412

21 3.0952 1.0443 .2279

44 4.4091 .6220 9.377E-02

21 4.0476 .8646 .1887

44 4.2045 .6317 9.523E-02

21 3.2857 1.0071 .2198

44 4.2955 .6675 .1006

21 3.9048 .9437 .2059

44 4.3864 .6893 .1039

21 4.0476 .7400 .1615

NTILES of CATTOT

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

>= 2

< 2

ITEM1

ITEM2

ITEM3

ITEM4

ITEM5

ITEM9

ITEM12

ITEM13

ITEM14

ITEM15

ITEM16

ITEM17

ITEM18

ITEM19

ITEM20

ITEM21

ITEM23

ITEM25

ITEM26

ITEM27

ITEM28

ITEM29

ITEM30

ITEM31

ITEM32

ITEM33

ITEM34

ITEM35

ITEM36

ITEM39

ITEM40

ITEM41

ITEM43

ITEM44

ITEM45

ITEM49

ITEM50

N Mean Std. Deviation

Std. Error

Mean


26/37

STEP 3: Here, we find out the independent samples T- test.

Through this, we get the group statistics of the highly correlated items, as we have displayed

above. In this table, we can find out the number of people who have scored high, medium or low

for each item, along with their respective mean and standard deviation.

In the above table, we first see whether the Levenes test is high, i.e, (> 0.5). If it is high, then we

use the results for equal variance assumed value. If it is low, we use the results that do not

assume equal variances. A low significance value(2- tailed), i.e. less than 0.05, we use those

items for further analysis and we eliminate those items which have a high significance value.This is because a low significance value means, there is a high difference between means of the

two groups. In this case, the number of items that is eliminated is nine. Those items are, 2, 3, 5,

9, 14, 25, 44, 49, and 50. The remaining items are used for further analysis.


27/37

FACTOR ANALYSIS-

STEP- 4: This step involves the analysis of the factors that emerge from the displayed tables.

The above communalities table shows the variance explained by each item. Initial communalities

are estimates of the variance in each variable accounted for by all components or factors.

Extraction communalities are estimates of the variance in each variable accounted for by thefactors (or components) in the factor solution. The lowest communality as observed was of item

36, with a variance of .590 and the highest was of item 20, with a variance of .874.

Comm unalities

1.000 .672

1.000 .6491.000 .660

1.000 .689

1.000 .753

1.000 .840

1.000 .745

1.000 .748

1.000 .740

1.000 .874

1.000 .777

1.000 .700

1.000 .671

1.000 .766

1.000 .659

1.000 .752

1.000 .803

1.000 .638

1.000 .865

1.000 .648

1.000 .774

1.000 .728

1.000 .590

1.000 .745

1.000 .685

1.000 .669

1.000 .633

1.000 .647

ITEM1

ITEM4ITEM12

ITEM13

ITEM15

ITEM16

ITEM17

ITEM18

ITEM19

ITEM20

ITEM21

ITEM23

ITEM26

ITEM27

ITEM28

ITEM29

ITEM30

ITEM31

ITEM32

ITEM33

ITEM34

ITEM35

ITEM36

ITEM39

ITEM40

ITEM41

ITEM43

ITEM45

Initial Extraction

Ex traction Method: Principal Component A nalysis.


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A factor can be defined as a collection of highly correlated variables clubbed together

In the above table, we observe that eight components explain the maximum variation from

among all the 28 components. The cumulative variance of those eight components is 71.86%.

Hence, we club all the items in these eight factors. Here we have extracted only those

components whose eigen value is more than one.

Thus, we conclude that there are eight factors which have emerged as the most significant ones,

and in the following steps, we determine the items that come under each factor.

Total Variance Explained

8.381 29.933 29.933 8.381 29.933 29.933 6.031 21.538 21.538

3.009 10.747 40.680 3.009 10.747 40.680 2.589 9.245 30.784

2.055 7.340 48.020 2.055 7.340 48.020 2.172 7.757 38.541

1.562 5.578 53.598 1.562 5.578 53.598 2.059 7.354 45.895

1.474 5.265 58.864 1.474 5.265 58.864 2.045 7.302 53.198

1.346 4.806 63.670 1.346 4.806 63.670 1.931 6.895 60.093

1.234 4.405 68.075 1.234 4.405 68.075 1.653 5.903 65.996

1.060 3.786 71.861 1.060 3.786 71.861 1.642 5.865 71.861

.971 3.467 75.328

.917 3.276 78.604

.804 2.872 81.476

.701 2.504 83.980

.612 2.184 86.164

.586 2.091 88.255

.503 1.798 90.053

.451 1.609 91.662

.361 1.289 92.951

.342 1.223 94.174

.295 1.054 95.228

.264 .941 96.169

.244 .872 97.042

.181 .647 97.688

.162 .577 98.265

.140 .500 98.765

.129 .460 99.225

8.460E-02 .302 99.527

8.067E-02 .288 99.815

5.182E-02 .185 100.000

Component

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

Total % of Variance Cumulative % Total % of Variance Cumulative % Total % of Variance Cumulative %

Initial Eigenvalues Extraction Sums of Squared Loadings Rotation Sums of Squared Loadings

Extraction Method: Principal Component Analysis.


29/37

It is a diagrammatic representation through which we can find out the number of factors that are

extracted. The x- axis represents the component number and the y- axis represents the eigen

values. In the above graph, we determine the number of factors that are extracted by observing

the kink in the downward sloping curve.

Scree Plot

Component Number

27252321191715131197531

10

8

6

4

2

0


30/37

In the above table we determine that what are the items that come under each factor. This is done

on the basis of the degree of correlation of the individual items and the individual factors. For

example, item 21 has a correlation of .816 under factor one, but when we look at its correlation

with other factors, we observe that it is not significantly correlated with them. Hence, item 21

will be kept under factor one, as it has the highest value of correlation with this factor. In this

way, we determine the following:

Com ponent Matrixa

.816 -.319 -2.65E-02 -1.50E-02 1.552E-02 -3.36E-03 -1.84E-02 -8.75E-02

.813 -.198 -.103 .111 -.221 6.980E-02 -.161 -4.02E-03

.805 -.203 2.910E-02 -.131 6.638E-02 9.527E-02 -9.75E-02 .123

.777 -.306 -.268 .140 -1.13E-02 -.147 .223 -.113

.734 - .374 - .238 -3.27E-02 2.610E-02 -4.81E-02 -2.62E-02 -1.39E-02

.693 -.416 -.129 -.193 -9.82E-02 -1.85E-02 -1.13E-02 .175

.645 7.992E-02 -1.13E-02 2.719E-02 -2.03E-02 .558 -.161 - .119

.611 .157 7.572E-02 7.507E-02 .125 -.388 -.283 5.760E-02

.588 .339 .399 .132 4.272E-02 2.686E-02 -.219 4.282E-02

.586 -6.21 E-02 .485 -2.13 E-04 -3.50E-02 -.358 .175 9.439E-0 2

.582 8.623E-02 .328 -.336 -.189 6.941E-02 .222 -.298

.547 1.52 5E-02 -.343 -.262 .382 -9.62 E-02 -5.62E-02 -5.83 E-02

.534 -.374 -9.18E-02 .343 .268 1.436E-02 -.123 .102

.514 .484 -.268 -3.29E-02 -.402 5.749E-02 -1.85E-02 -.129

.484 -3.00E-02 .459 -.315 -5.39E-04 .274 2.426E-03 .255

.464 .339 -.155 .160 .412 -.279 .203 -6.57E-02

.462 .411 - .438 3.347E-02 -7.69E-02 5.603E-02 -.273 -2.60E-02

.445 -.383 .230 -.350 .171 4.133E-02 -.188 5.392E-02

.320 .555 -.182 -.302 .137 -.107 -.301 -.333

.305 .537 .281 .223 .127 -7.76E-02 3.198E-02 .409

.254 .467 2.912E-04 -.253 -.202 -.314 -7.29E-02 .421

.326 .339 -.457 .115 7.404E-02 .328 .346 .227

.350 -.173 .287 .527 -3.34E-02 .336 -7.40E-02 2.901E-02

.286 .414 .207 .466 .342 6.512E-02 -4.41E-03 -.189

.385 .417 -2.89E-02 5.439E-02 -.528 .131 7.610E-02 .102

.431 -.135 .241 .311 -.454 -.372 9.132E-02 -.358

.462 -.121 -.288 4.425E-02 -3.27E-02 -8.12E-02 .548 .170

.375 .347 .353 -.295 .293 .196 .454 -.248

ITEM21

ITEM30

ITEM39

ITEM20

ITEM19

ITEM18

ITEM34

ITEM28

ITEM13

ITEM29

ITEM17

ITEM45

ITEM33

ITEM15

ITEM40

ITEM1

ITEM12

ITEM36

ITEM27

ITEM23

ITEM41

ITEM35

ITEM43

ITEM26

ITEM31

ITEM16

ITEM4

ITEM32

1 2 3 4 5 6 7 8

Component

Extraction Method: Princ ipal Component Analysis.

8 components extracted.a.


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FACTOR 1: Items 21, 30, 39, 20, 19, 18, 34, 28, 13, 29, 17, 45, 33, 15, 12, 36, 16.

FACTOR 2: Items 27, 23, 3

FACTOR 3: Item 40

FACTOR 4: Items 43, 26

FACTOR 5: Item 1

FACTOR 6: Item 35

FACTOR 7: Item 32, 4

FACTOR 8: Item 41

We then give a name to each of the factor looking at the statements that fall under each factor.

FACTOR 1: Cordial and Ambitious

FACTOR 2: Resourceful

FACTOR 3: Creative

FACTOR 4: Modesty

FACTOR 5: Amiable

FACTOR 6: Self advancement

FACTOR 7: Stimulator

FACTOR 8: Conscious and Responsive


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RELIABILITY ANALYSIS-

R E L I A B I L I T Y A N A L Y S I S - S C A L E (A L P H A)

Mean Std Dev Cases

1. ITEM1 4.3846 .8041 65.02. ITEM4 4.3846 .7222 65.0

3. ITEM12 4.1692 .8398 65.0

4. ITEM13 4.3231 .7095 65.0

5. ITEM15 4.2308 .7239 65.0

6. ITEM16 4.2615 .6194 65.0

7. ITEM17 4.0308 .9349 65.0

8. ITEM18 3.9077 1.2083 65.0

9. ITEM19 3.6462 1.1101 65.0

10. ITEM20 3.8000 1.2525 65.0

11. ITEM21 3.6000 1.2349 65.0

12. ITEM23 4.1538 .7548 65.0

13. ITEM26 4.2615 .6909 65.0

14. ITEM27 4.2462 .7712 65.0

15. ITEM28 3.9692 .9515 65.0

16. ITEM29 3.9231 1.1083 65.0

17. ITEM30 3.6154 1.2586 65.0

18. ITEM31 4.0000 .9520 65.0

19. ITEM32 4.2615 .8154 65.0

20. ITEM33 3.2000 1.2525 65.0

21. ITEM34 3.8000 .9874 65.0

22. ITEM35 4.3231 .7727 65.0

23. ITEM36 3.8923 .9862 65.0

24. ITEM39 3.7231 1.3051 65.0

25. ITEM40 4.0769 .8893 65.0

26. ITEM41 4.2769 .7808 65.0

27. ITEM43 3.5538 1.0160 65.0

28. ITEM45 3.9077 .8790 65.0

N of

Statistics for Mean Variance Std Dev Variables

SCALE 111.9231 209.2909 14.4669 28

R E L I A B I L I T Y A N A L Y S I S - S C A L E (A L P H A)

Item-total Statistics

Scale Scale Corrected

Mean Variance Item- Alpha

if Item if Item Total if Item

Deleted Deleted Correlation Deleted

ITEM1 107.5385 198.9087 .4292 .9066

ITEM4 107.5385 200.2524 .4167 .9069

ITEM12 107.7538 198.5947 .4221 .9067

ITEM13 107.6000 197.5875 .5615 .9050

ITEM15 107.6923 199.0601 .4752 .9061


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ITEM16 107.6615 202.2587 .3774 .9075

ITEM17 107.8923 194.5351 .5323 .9049

ITEM18 108.0154 187.2341 .6228 .9029

ITEM19 108.2769 187.5159 .6757 .9019

ITEM20 108.1231 183.2971 .7202 .9006

ITEM21 108.3231 182.0659 .7712 .8994

ITEM23 107.7692 202.5553 .2870 .9086

ITEM26 107.6615 203.6024 .2643 .9088

ITEM27 107.6769 202.5034 .2822 .9087

ITEM28 107.9538 193.4510 .5643 .9043

ITEM29 108.0000 191.5625 .5378 .9047

ITEM30 108.3077 181.6538 .7679 .8995

ITEM31 107.9231 199.1346 .3443 .9081

ITEM32 107.6615 200.7274 .3418 .9079

ITEM33 108.7231 191.3284 .4731 .9064

ITEM34 108.1231 191.8909 .6004 .9036

ITEM35 107.6000 202.2438 .2935 .9086

ITEM36 108.0308 197.6240 .3857 .9075

ITEM39 108.2000 181.1938 .7512 .8998

ITEM40 107.8462 197.3822 .4449 .9064

ITEM41 107.6462 203.5760 .2291 .9095ITEM43 108.3692 199.4865 .3057 .9090

ITEM45 108.0154 196.2341 .4988 .9055

Reliability Coefficients

N of Cases = 65.0 N of Items = 28

Alpha = .9087

STEP 5:

Cronbachs Alpha: It is a statistic that is used as a measure of internal consistency reliability of

a psychometric instrument.In this case, we observe that the alpha value is .9087.

Through the above analysis, we find out the items which have the potential to reduce or enhance

the overall reliability of the instrument.

For example, if we delete item 21, then the reliability of the instrument would reduce to 89.94%

from 90.87%. Hence, we say that this item is very important in this instrument. This also enables

us to delete those items which do not contribute much to the reliability, i.e. if we delete an item,

and the alpha value either remains same or increases, then we can conclude that the item is not

important and should be deleted.


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NORMS:

In this section we were keen to know whether mentor style varies with demographic variables or

not. For this, we chose a specific category i.e. age. Thus we wanted to know whether different

age groups show different mentor style. Hence, we divide the age variable into three categories.

The minimum age of the respondents was 24 and maximum was 58.

Thus category one, varies from 24 years till 33 years. It comprises of 21 people.

Category two varies from 34 years till 46 years. It comprises of 23 people.

Category three varies from 42 to 58 years. It comprises of 21 people.

NTILES of AGE = 1

Here, people had a minimum score of 91 and a maximum of 133. Thus the dispersion of scores isMean Plus/minus standard deviation, which is equal to115 12 = 103115 + 12 = 127

NTILES of AGE = 2

Here, people had a minimum score of 85 and a maximum of 128. Thus the dispersion of scores is

Mean Plus/minus standard deviation, which is equal to

11114 = 97111 + 14 = 128

Descriptive Statisticsa

21 91.00 133.00 115.4286 11.6986

21

total s core

Valid N (listw ise)

N Minimum Maximum Mean Std. Deviation

NTILES of AGE = 1a.


23 85.00 128.00 111.4348 14.3490

23

total s core

Valid N (listw ise)


NTILES of AGE = 2a.


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NTILES of AGE = 3

Here, people had a minimum score of 86 and a maximum of 133. Thus the dispersion of scores

is:Mean Plus/minus standard deviation, which is equal to

10917 = 92109 + 17 = 126

After analyzing all the above scores of the three age categories, we could conclude that the upper

limit of the scores for each category was almost equal. But, we found that category 3 had the

lowest score as its lower limit, i.e. 92. Category 2 fell in between, i.e. 97. Category 3 has the

highest lower limit score of 103.

Bell curve- 109(mean)


21 86.00 133.00 108.9524 16.8507

21

total s core

Valid N (listw ise)


NTILES of AGE = 3a.

85 101 117 133

109(C3) 111(C2) 115(C1)

Where-

C1-mean score of category 1

C2- mean score of category 2

C3- mean score of category 3


36/37

From the above bell curve, we can see that category one has the highest mean among the other

three categories. Category comes second and category three is the last. But it is also clear that the

scores do not vary much, so we can conclude that mentor style is not dependent on age category.


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CONCLUSION-

After doing this study we can conclude that mentor style is determined by a number of

dimensions like Interpersonal skills, counseling skills, self awareness, Role Model and Business

knowledge. When a person possesses above characteristics, it is very likely that the person can

turn out to be a very good mentor. Mentor plays many roles like a teacher, guide, and above all a

person who directs the mentee towards the right path. Hence, this relationship surpasses all sorts

of prejudices and emerges to be the most enriching relationship, which redifines both the mentor

and the mentee into a better human being.

This project has been a great learning experience for us, since it not only enabled us to

understand the intricacies of developing an instrument, but also widened our spectra of thinking

to greater horizons.

Documents

HRD Instrument on mentoring