dhayescapstone.weebly.com · Web viewThe focused area is Green Shift comprising 20 people/workers, or Ops, (excluding the management tier: team leaders and higher) that this report

Running head: Project H: Submitting a final research proposal (D Hayes) 1

EDUC 512, Action Research Methodology

Student: Delain Hayes, Jr.

[email protected]

Assignment Title: Project H: Submitting a final research proposal

Date of Submission: 11 August 2015

Assignment Due Date: 12 August 2015

Course: EDUC 512, Action Research Methodology

Course Instructor: Dr. Sarah Taylor Agate

Faculty Mentor: N/A

Certification of Authorship: I, Delain Hayes, Jr., certify that I am the author of this paper and that any assistance received in its preparation is fully acknowledged and disclosed in the paper. I also have cited any sources from which I used data, ideas, or words, either quoted directly or paraphrased. I certify that this paper was prepared by me specifically for the purpose of this assignment, as directed.

Project H: Submitting a final research proposal (D Hayes) 2

Author’s Notes

Delain Hayes, Jr., Graduate Student, Southwestern College.

I am enrolled into a graduate program pursuing a Master’s Degree of Education in

Curriculum and Instruction. The program consists of 11 graduate courses totalling 33 credit

hours continuing with the fourth course, EDUC 512, Action Research Methodology.

About the author: I’ve retired from military service spanning 24 years serving in the

Army (2-1/2 years) and Air Force (22 years). Family is a big part of my life strengthening me

daily, as there are several valuable members in my household (heart): (1) my God, (2) my wife,

(3) my daughters (2), son-in-law, and five grandchildren, and (4) the military institutions that I

served until August 2011.

Correspondence concerning this article should be addressed to: [email protected].


Acknowledgements

There are four acknowledgments that, definitely, were worth mention as they guided and strengthened me journey through this action research study.

First, God has been there through the ‘valleys’ and ‘peaks’ helping me to grow and develop, while having the patience allowing me to complete this important exercise.

Second, my ‘right-hand man’ and person that I could not do without, my wife, Jacqui, as I concentrated a majority of my efforts into this research.

Jacqui, you have been a ‘trooper,’ and I continue taking ‘leafs’ from your pages on how you see life, and also helped me to mature into the man I am today: confident and determined.

Additionally, honorable mention extends to the author’s family: daughters, son-in-law and five grandchildren. I’m so thankful that my daughters know the power of prayer, as they (and their children) prayed for me when I could not and celebrated when I soared achieving heights.

Thank you kids, I love you, too.

Third, to Dr. Agate; she challenged me with valuable content, in a fast-paced environment, from which I grew in stature, in regards to, being a (future) researcher. Many thanks extend to her efforts as a graduate instructor, while leading her flock.

Fourth, thanks go to the Southwestern College institution for imparting Christian values that influenced this study. Thanks, again, goes to this wonderful institution.


Abstract

This paper continues completes a journey and culminates the efforts resulting in projects A

through G that were divided components of an action research study. This project ties all said

projects together into a seamless document. There are some additions to this document to

enhance the flow and readability, which includes several sections: author’s notes,

acknowledgments, and appendices (in addition to reference area).

Keywords: adult learning, learning, mentee, mentor, mentoring, motivating, motivation,

motivator, on-the-job training, professional development, staff development, training programs,

workplace training.


Table of Contents

Section Page

000. Title page 1

00. Author’s notes 2

0. Acknowledgements 3

1. Abstract 4

2. Table of Contents 5

3. Section zero: Introduction 6

4. Section one: Reflections and research focus 6

5. Section two: Reviewing the literature 7

6. Section three: Planning the intervention 12

7. Section four: Choosing data collection strategies 18

8. Section five: Increasing validity 22

9. Section six: Probable results 26

10. Section seven: Appendices 28

11. References 44


Project H: Submitting a final research proposal

Section zero: Introduction

This course, EDUC 512, on developing a research study, and paper have been segmented into

parts (sections) that have been assembled together into a finished piece for the reader to review,

comment and make his/her considerations about the content within it.

There are several areas, or sections (8), which are major subdivisions of this paper. Sections

will be preloaded with a synopsis of the details within it following an overview of the section,

and then, the specific details listed within the section itself.

The sections include: (1) reflections and research focus, (2) reviewing the literature, (3)

planning of the intervention, (4) choosing data collection strategies, (5) increasing validity, (6)

probable results, and (7) appendices area (followed by the reference section).

(The reference section, eighth subdivision of this paper, is self-explanatory and will not

include a synopsis or overview, as it cites the areas the author collected for this study proposal.)

The primary reason for this whole document is to help improve others so that they can reach the

next level in their personal and professional lives.

Section one: Reflections and research focus

Synopsis

The author reflects on passions that affect improvements in a person’s life on a personal and

professional level. Particularly, he played roles as a mentor and trainer to his troops, while

serving in the US military (Army and Air Force). These passions (on mentorship and

professional development) formed the basis of a research study to improve people.

Overview


This area gives the reader insights into what has driven the author to help people, as the

inward reflections and the research focus indicate. (Specific details of the author’s journals on

mentorship and professional development can be found in section seven, appendices.)

Reflections and research focus

For 24 years, the military was a part of my life. It was not a job. It was an obligation to serve

America ensuring fellow Americans enjoyed freedoms passed down by our forefathers. The two

items (mentoring and professional development) that I’m reflecting upon are dear to my heart,

because it involves people who are the heart of processes and the organization making both

entities work and succeed.

As a sergeant from 1998 to 2011, it was engrained to train and mentor troops. It started as an

(additional) obligation, but blossomed into a passion. I feel I gained more from mentoring and

helping staff professionally develop than the troops did. To ‘see the light-bulb switch on,’ in

individuals through help (empathy), instruction and advice was soul-fulfilling for me.

So, a research focus to identify successes (processes) that I used to help others reach ‘the next

level’ would be most gratifying; additionally, to refine processes that weren’t successful in

helping others reach their goals would be a focus, too.

With a research focus identified through personal reflections that impacted people, this lays

the groundwork and emphasis for creating an action research study. In the next section,

reviewing the literature, several areas will be discussed: (1) research question (primary and

secondary), (2) locating relevant sources, and (3) evaluating the literature.

Section two: Reviewing the literature

Synopsis


This section centers on two topics, mentoring (mentorship) and professional development, as

topics for an action-research study. As a following step, a (literature) review is formed

addressing research on motivation including motivational practices (techniques, methods, etc.)

that an enabler (i.e., a mentor, trainer, teacher, etc.) uses to help others (mentees and trainees)

reach the next stage in their development, should that be self-improvement (the art of

mentoring/mentorship) or professional improvement (or professional development).

Overview

The author’s primary and secondary questions (and argument) will ask the reader to question

if motivation is the key (or one of the keys) to helping mentees and trainees achieve their next

level of development.

Research questions

These questions form the basis of the argument (study) to see if motivation is a contributing

factor to success. As such as, primary and (if needed) secondary questions help guide the

researcher in finding credible data (literature) to back up the reasons for a study.

Primary question

Many have wanted to be mentors and many (mentees) have wanted to find mentors to guide

and shape them. (For that matter, many trainers have wanted high-engagement rates and trainees

have wanted trainings that kept their interests and were applicable to their current jobs/positions.)

Can it be argued that motivation and how mentors (and trainers) exercised it be the key

ingredients to successfully helping a mentee (and trainee) reach the next level (or realize the next

developmental stage) in their personal (identifying self-growth) or professional life (identifying

professional growth/development)?

Secondary question


Following a logical (perceived) train-of-thought (by this paper’s author), can it be assumed

that mentorship and professional development are one in the same? Are they similar? If not,

what are the contrasts making them different and how can an enabler (i.e., teacher, trainer,

mentor, etc.) be successful in bearing fruit in his/her/their target audience/audiences?

Locating relevant sources

This was a challenge; but, the author found 14 credible sources. It took some careful thought,

but he came up with three areas forming the literature review. The first area came from graduate

academic information (educational text and learner-assignments from Southwestern College’s

program on curriculum and instruction). The second area came from the ERIC (Education

Resources Information Center) online database. This database was easy to use gathering sources

for this review. The last area, third, accessed another online database, called EBSCO host (Elton

B. Stephens Company). (Of note, ERIC and EBSCO host databases showed some duplicate

‘hits’ or sources related to this assignment, Project D; so, the third area has no sources, as the

author of this paper used collected data from ERIC.) Having prior experience using this

database, the author found identical sources for this study. (Of note, inexperienced researchers

should take the time to carefully review how EBSCO host functions, as it can be difficult to use

if due consideration is not addressed. Usually, a prerequisite course (of research methods) in

undergraduate study helps prepare learners for accessing EBSCO host, as did the author’s

undergraduate studies.)

The author focused on databases in the Education field; then, he knew that textbooks from his

master’s degree program (first area) would have applicable information for the review.

Additionally, the author knew that ERIC (second area) and EBSCO host (third area) held peer-

review articles, publications, etc. that held validated sources for the review.


Within the three areas, the author used keywords (such as, mentee, mentor, motivating,

professional development, etc.) to narrow his search down to 14 sources he selected for this

review (which will be discussed later).

Evaluating the literature

The evaluation (i.e., ‘sifting’ through material) became easier once the author developed

focused primary and secondary questions for the review. Mentorship and professional

development of people held and resonated a cord within the author, as he enjoyed helping others

reach another stage in their (mentees and trainees) lives. The commonality the author found was

motivating others and using motivational techniques (i.e., VAK learning styles, cooperative

learning, etc.) to hold the intended’s interest and attention.

Once the author focused on motivation, as a key factor to learning and teaching, he researched

applicable data that would help generate the review. This helped in determining relevance of

reviewed data and similarity of the data collected. The joy of using academia (from the author’s

pursuit of a master’s degree), and the online databases (ERIC and EBSCO host) was that these

sources were credible; so, there was no need to ‘vet’ or examine/scrutinize them as valid sources.

Similarities and contrasts

The similarities, as intentionally designed by searching methods (academic text and validated,

online databases) and keyword-designation, showed data that favored motivational techniques

(or improvement of people or processes) that triggered engagement, in regards to, learning for

self-improvement (through mentorship) and specialized-improvement (through professional

development).


The contrasts of the collected data, which are found in the appendices section, show

motivation, self- and specialized-improvement were viewed from different perspectives adding

further considerations for the reader. (Please review section seven for further details.)

Concept map

A diagram has been added helping the reader to find peer-review articles in ERIC and

EBSCO host. Additionally, another concept map has been added showing how the author found

data within the academic text. Please see section seven for review.

Additional thoughts

This points to how the literature review was shaped by solid research questions in concluding

this section, prior to moving onto the next one.

From the desire to improve individuals through self- and specialized-improvement

(mentorship and professional development, respectively) to addressing questions (primary and

secondary) for this review and afterwards (i.e., an action-research study), the author portrayed

his wish to positively influence others through the learning process serving subordinates (peers

and superiors) as a sergeant in the military (and hopefully continuing to serve others beyond the

military).

The 14 sources collected and reviewed in this project are but a few of the multiple guides (in

the thousands) on mentoring and training people. With that said, the primary question has been

addressed showing motivation as a key factor (ingredient) in successfully helping mentees and

trainee learn content to become better people. The collected data, also, showed how a mentor

and trainer can be effective in exercising motivational techniques to engage intended audiences.

As for the second question, it can be argued that mentorship and professional development are

synonymous terms, as well as, argue that both terms are incongruous. Only when motivation is


attached to the two terms, a correlation can be assumed, reviewed and discussed; otherwise, as

analysis of the collected data showed that an argument can be posed making the terms dissimilar.

Additionally, motivation, in the form of grit and sheer determination, can bear fruits satisfying to

the palette for both the mentor/trainer and mentee/trainee evoking positive change in all affected

parties.

This leads to the important roles: (1) of the mentor, (2) of the mentee, (3) of the trainer, and

the (4) trainee. An equal, honest interaction between the parties must occur where refinement is

the shared-goal and all learn from the shared-experiences.

The next section, planning the intervention, looks at utilizing the literature, research

questions, the author’s reflections and tying them into a plan.

Section three: Planning the intervention

Synopsis

This section centers on articulating the research questions; and then, discussing the

intervention for mentoring and training professionals. This area is broken into several sub-

sections (6) providing an in-depth discussion from a third-person perspective detailing the

thoughts and rationale for developing the intervention.

Overview

The purpose of this section is to help others through guidance and encouragement.

The vehicle the author is using is self- and specialized-improvement.

The specific components enabling the vehicle to function are: (1) changes in direction of the

study, (2) participants for the study, (3) the intervention plan, as well, and (5) journal and (6)

research-paper activities impacting the intervention. It is of note that careful organization and


lead-up is required before the intervention can be devised, as noted by, the areas, mentioned,

appearing before the intervention stage, and they will be discussed, at length, to understand how

they hold a bearing on the intervention.

Changes in direction of the study

The author experienced two changes: (1) how to connect mentorship and professional

development together and (2) providing the reader an explanation and general background data

for developing the study.

The author was able to develop primary and secondary questions by finding a common theme

that linked both mentorship and professional development. It started with understanding the

meaning of both terms; and then, using personal experiences as a sergeant in the Air Force. The

author was a mentor and trainer of troops placed under his care. He quickly realized he needed

‘something’ to keep his audience engaged and interested. This ‘something’ was called

motivation. Motivation was a two-way interaction utilized by the mentor and mentee/the trainer

and trainee.

To verify what the author thought to be true, he needed solid evidence. Using the art of

triangulation (Hendricks, 2013), the author sought, at least, three creditable sources: (1)

academic data from the master-degree program of education in curriculum and instruction, and

two online databases called (2) ERIC and (3) EBSCO host. Enlisting the aid of keywords to

narrow the search, the author was able to retrieve applicable data to satisfy Project D’s

requirements.

The 14 documents discovered, indeed, did shed light on motivation and how it aided mentors

and trainers helping their intended audiences.


Of note, credit is given to God to notice this directional change, and, also, for His guidance in

helping the author submit this study for approval.

The participants

The participants are the author’s peers: process operators (Ops). These Ops are factory

workers working in a manufacturing-environment producing cat- and dog-foods for the UK and

Northern Ireland region. There are seven shifts comprising Plant 4, where the author works, with

roughly 140 Ops working in Plant 4. (Of note: There are about 600 Ops, Site-wide, with a total

of four plants on-site including plants one, two and three.) The author is allocated to Green Shift

(with the others being Red, Yellow, Blue, and Shifts A, B and C).

The focused area is Green Shift comprising 20 people/workers, or Ops, (excluding the

management tier: team leaders and higher) that this report concentrates on. The previous

paragraph was added to give the reader additional data painting the background. The

participants come from varied upbringings (Eastern Europe, EU countries, India, Africa, etc.),

social standings and culture, but all of them (20 in total) have completed secondary schooling or

equivalent (high-school-diploma/GED level) and are around 18 years of age or older with a few

Ops (about 3) being in their 60’s.

The hierarchy structure within Plant 4, at the operational level (the enablers producing the cat-

and dog-foods), have three tiers: process operators (making the bulk of the staff), lead operators

(2 area/floor supervisors), team leaders (1 leader per shift). The participant-catchment area

contains lead and process operators, only. So, this study will involve 2 lead operators and about

18 Ops.

Reflecting, the author has always had an affinity with teaching, guiding and mentoring. It

started in the military training others on task-specific operations, then moved onto training on


health and safety and reducing risk in the work (and home) setting culminating in managing

employee education and training programs (*Hayes, 2015).

Intervention plan

This intervention plan incorporates 6 stages: (1) a two-tier questionnaire (involving

mentorship and professional development) asking the participants if a need exists to develop one

or two programs, if a (2) need or needs has been identified distributing (3) a two-tiered need

assessment for the intended audience asking the participants for inputs, (4) a two-tiered lesson

plan for mentors to help mentees and trainers to instruct trainees, (5) pre-assessments analyzing

prior knowledge, and (6) post-assessments analyzing learnt knowledge. (Of note, the pre- and

post-assessments will be the same test.)

Additionally, the timespan will be about six weeks, in length, involving up to 2-hour blocks

of instruction across a 4-shift pattern. The participants’ work-schedule involves working 4 days,

then off for 4 days repeating this cycle, yearly, excluding vacation and holidays.

If more than 4 training days are missed due to unseen circumstances, the participant(s) will be

dis-enrolled from the intervention, while providing a computer-based version to the affected

parties at a pre-determined date in the future.

Please review the appendix section for the legend and table information for further details.

The intervention, or lesson plan, integrates both mentorship and professional development

into one. The first 3 weeks deals with mentorship, mentors and mentees. The remaining 3

weeks deals with professional development, trainers and trainees.

The schedule, referring to the intervention plan lasting over a period of 6 weeks, will have 2

hours of instruction scheduled at the end of the shifts (as shown in the table; please see

appendices for details). On the first and last days of the training period, assessment tests will be


given providing a gauge of prior knowledge and learnt knowledge relating to mentorship and

professional development. The second-to-last training day will have a summative review of the

6 training blocks providing an arena for questions and comments from the participants. The tests

(pre- and post-assessments) will be identical having 12 statements, each. The statements will be

‘fill-in-the-blanks having a list of terms found in the directions before the statements. Each

participant must match the correct term(s) to each statement. The statements will be worth 2

points each, with a maximum total of 24 points and a potential percentage score of 0 to 100%.

Six questions will come from the mentorship training block and the remaining 6 from

professional development.

The detailed instruction includes 6 training blocks, which corresponds with each week of

training beginning with (1) the art of mentorship, (2) the role of the mentor, (3) the role of the

mentee, (4) the art of staff development, (5) the role of the trainer, and (6) the role of the trainee.

Of note, the author asks the reader and/or future educators who plan on using the principles of

this report to consider future participants as potential educators, as well. It is possible they could

become the next mentors and trainers of their respective organizations. This gives the chance of

finding new talent, in regards to, making, building and helping the next generation of leaders

(mentors and trainers).

This ties well into the author’s personal thoughts as he progressed through this study on

helping others.

Personal journal

Some of the insights were previously mentioned in preceding sections of this paper. They

detailed changes that the author considered to-date. This first one was God, as an awesome

collaborator who helped provide people (his wife and others), places (Southwestern College) and


tools (techniques learnt during graduate studies) in generating this study. (Also, there were many

prayers asked by the author to God to help him understand how to help people…) The second

one was tapping into the learnt military experience as a mentor, trainer and leader. This allowed

the author to find creditable sources that linked motivation to mentoring and training to evoke

learner-engagement. The third one was a critical friend: the author’s wife, Jacqui. Jacqui

reviewed the author’s content giving honest, candid appraisals of progress made. If it made

sense, she said so; if it didn’t, she challenged what was missing from the content. And, if there

were ‘typos’ the author missed, Jacqui found (most) of them, while adding her perspective on the

contents of a particular section. This, usually, added depth to this study in question.

Of note, when the author shared his primary and secondary questions with his wife, she liked

the questions noting they made sense to her that motivation was key to being successful as a

mentor and trainer. (This gave the author further confidence that he was on the right track.)

Research activities

This leads to, or concludes this section with the research activity associated with this process.

The sole motivating factor, for this study, is to help others. The author found, countless, times in

his experiences that he benefitted more from helping mentees and trainees reach the next level.

The result was soul-fulfilling watching others grow and gain confidence, and add skills and

abilities.

There were two questions asked: (1) using motivation to engage learners (mentees and

trainees) in the art of learning arguing it (motivation) sparked engagement leading to refinement,

and (2) both mentoring and training were the same, if not, finding the differences while noting

what enabled educators (mentors and trainers) to spark improvement.

Next, choosing the right strategies for data collection adds value and validity to this study.


Section four: Choosing data collection strategies

Synopsis

The section centers on (the plan or) three data collection strategies (artifacts, observations and

inquiries) to answer the research questions, while establishing a baseline to justify the plan and

the research activity is discussed. Templates used for the study can be found in the appendices

section.

Overview

Data collection strategies will be fully discussed. Several steps will be visited helping the

researcher to ascertain if motivation (and motivational techniques) and how motivation is used

can positively affect mentees’ and trainees’ learning experiences and development.

Data collection strategies

There will be three strategies used for this study. They are (1) artifacts, (2) observational data

and (3) inquiry data. The types of strategies falling under the three categories are tests, field

notes and observational records, interviews, surveys/questionnaires including attitude

(likeability) scales. (A concept map of this can be found in the appendices section.)

The plan (for data collection) relies on three facets, which focuses on summative testing,

observed interaction between the participants (process operators and lead operators) in-session,

and participant feedbacks (in the form of interviews, surveys/questionnaires and attitude scales).

Artifacts used

A pre-test or assessment, artifacts, will be given to establish a baseline of general knowledge

about both subjects: mentorship and professional development. This test will be the exact same

as the post-test to see if the learners have absorbed the information (amongst other things). (A

concept map and a teacher’s test version of this can be found in the appendices section.)


Notes and observations used

There are two forms the researcher will use to observe behavior. The first form will note

individual behaviors to ascertain if motivation, associated techniques and how the mentor/trainer

uses them have any bearings on increasing self-growth and professional growth.

The second form, noting behaviors in team activities, lists the groups of five (teams) one

through five using “0” to indicate the team did not performed an anticipated behavior, and “1” to

indicate the team did perform an anticipated behavior. (Examples of the forms can be found in

the appendices section.)

In the first form, the researcher will be assessing both the mentor’s/trainer’s ability to lead, as

well as, the mentee’s/trainee’s ability to follow. This will center on how well the educator

(mentor or trainer) creates interest leading to engagement by the participants.

These sheets (found in the appendices section) will annotate observed behaviors as teams

interact with each other and other teams during the six-week instructional block.

The training will use cooperative learning styles and techniques helping the students (18

process operators and 2 lead operators) learn tenets of mentoring and professional development.

The aspects involved with the training will be from the multiple viewpoints of mentors, mentees,

trainers and trainees.

Twenty participants will be divided amongst five groups, with 4 people (process

operators/lead operators) per group or team. The teams will be assembled on the first day of

training by counting off “…1…2…3…4…5…” starting with the next person beginning, again,

with one and so on until the teams are complete with four members. When four teams have been

formed using this process, the remaining males (2) will be teamed with the only females (2)

creating the final group or team.


Inquiry data used

Two forms, found in the appendix area (section seven), will be used to get the participants’

views on the six-week instruction, if the training was useful, and if the training answered if there

are commonalities between mentoring and professionally developing staff.

The 20 participants will be given interviewee questionnaires and a survey (based on the Likert

scale) to address concerns and/or likeability of the content that was presented to them.

After they have completed the post-assessment, the two forms will be given to them on the

last day of the training.

This completes the plan to see how learner response and activity will be measured. Next, the

importance of the pre-assessment will be discussed and how it figures into this study.

Establishing a baseline

The pre-assessment will help guide the instruction showing the instructor and researcher how

to proceed through the training emphasizing areas that the participants have concerns about, as

well as, areas that the instructor may need to stress to impart learning about mentoring and

professional development.

Another factor for conducting a baseline is a (possible) need to reorganize teams, if off-task

behavior is evident amongst the teams to the point of being disruptive disallowing the instruction

and hampering the learning experience.

The two observational forms, discussed earlier, will be determining factors, if a reshuffling of

participants is required.

The baseline will be conducted during the first week of the instruction noting general

behavior patterns of the learners, individually and in team interactions. This will be combined

with the findings from the pre-assessments to shape the direction of the study.


Justifying the plan

In a nutshell, the three strategies including five techniques to demonstrate, validates the study.

The researcher is looking for validation through participant interaction and response to the

instruction given providing their opinions about mentorship and professional development and if

the terms are similar or dissimilar. The plan asks that of them, and hopefully all involved will

learn from the experience.

Research activities

In concluding, this section has shown how it will form the (data collection) plan. Again, three

strategies (artifacts, observational data, and inquiry data) have been used. Through these

strategies, the researcher will look to answer the research questions by observing participant-

activity and asking the participants for responses on the experience. A baseline will be

established with the help of two factors: pre-assessment and observing participant interactions.

The pre-assessment will guide the instructor and participants on how the instruction will be

delivered, and the observations will improve the learning experience by negating and limiting

off-task behavior, if shown, to impart content. The justification was briefly explored to prove (or

disprove) similarities (or contrasts) between mentorship and professional development tying

motivation as a linking factor.

Now, the study shifts to increasing validity, as shown in the next section.


Section five: Increasing validity

Synopsis

The focus of this section centers on creating a plan for increasing validity, writing a consent

form for the 20 participants and creating a timeline for the study. The thought-process and

rationale for this area is included in the details, listed in the fifth section.

Overview

The development of a plan increasing the study’s authenticity while establishing a timeline

for the plan and gaining the support of the participants of the study is important to maintain

objectivity.

Rationale

The study was never about arriving at pre-determined conditions or results, in relations to,

motivation and how it impacts mentoring and training techniques; it was about seeing and

observing through learner-to-learner and learner-to-teacher interactions if it can be proven that

motivation is the key ingredient, used by mentors and trainers, that establishes a positive

correlation. The researcher wants the reader to know that personal biases will not influence the

findings. Observations, as shown, will determine the findings. As such, the research will

involve several types of validities (7) to understand how a mentor can mentor, how a trainer can

train, and the relationship motivational techniques have on mentees and trainees that produce

positive results. The specific types will be clarified in a concept map, which will be shown later

in this paper, when the validities are discussed.

Seven validities used

The types of validities help in answering, unbiasedly, the primary and secondary questions of

the research: (1) motivation being a key factor in helping mentors and trainers shape and guide


others, and (2) are the two terms, mentorship and professional development, interchangeable (or

not).

The researcher is looking for these 7 types of validities (as shown) to answer the 2 questions

in several ways: (1) ensuring the results are accurate and truthful (unbiased), (2) using the results

as a continuing evaluation broadening and deepening personal understanding, (3) looking for

ways to improve educational practices, (4) analyzing if the improved practices can be used in

other arenas besides the classroom, (5) using observational aids that would give the same results

if there were 20 different participants involved in future studies, (6) preventing opinionated

observations by (the observer/researcher) reporting what was seen as the 20 participants interact

with each other, in teams, and with the instructor and (7) discussing progress (through the study)

with a critical friend to keep the study on track and focused.


This type of scrutiny, added by the researcher, will produce honest, fact-based reporting to

answer the research questions and produce clear outcomes.

This flows well into developing strategies (7), as shown, that will guide the researcher in

producing appropriate outcomes in answering the questions.

Seven strategies used

As shown, 7 strategies will gain unbiased reporting. In the previous project E, choosing data

collection strategies, 2 forms will track individual and grouped behavior of the 20 participants

(shown earlier in this paper). The data from the observations, tests noting prior and learnt

knowledge, and participant feedback (interviews, surveys and likeability of the instruction) will

provide a solid core of information on several levels: (1) triangulating and (2) providing accurate

data, (3) providing for the researcher reflection and adjustments, if necessary, to the study (4)

giving rich, thick detailed information about the participants and the study, (5) interviewing

providing member inclusion preventing skewed reporting and (6) presenting results to key

stakeholders (the organization, training and development team, and the HR staff) of the study in

a light, easily understandable and readily useable manner.

Next, the author ties in the seven strategies and how they relate, well, with his values and

military background.

Personal values and purpose

Mentorship and education improves people, when conducted effectively.

The act of helping others (who want the help) improves people, and depending on the

situation (reason for this study), the improvement can be personal and professional.


At the core of things, family and commitment fuel the author’s desire to help people. God

provided the most-important people in the author’s life that made him the man he is today:

empathic and focused. The author enjoys the love and support of his immediate family including

his wife, children and grandchildren who strengthen him daily. As a typical man, the author

needs to be needed and is there to provide love and support watching his children and

grandchildren grow and mature with the help of his wife by his side guiding the way.

In the author’s (of this paper) opinion, mentoring and teaching goes hand-in-hand helping his

family deal with life’s struggles, while building a safe environment to help them cope with life’s

challenges, too.

This, also, helped the author, as a sergeant in the military, and his desire to help his troops

grow, personally and professionally. (The fuel that sustained him through the highs and lows of

a military life was his family.) The author modelled appropriate behavior as a good ambassador

involving himself in community activities that strengthened relations between military and

civilian counterparts. This showed personal growth through interactions with the civilian

community (i.e., park clean-ups, counselling at-risk youth, etc.). Professionally, the author

attended continuing education credits (i.e., management courses, enrichment seminars, etc.) that

improved his managerial and interpersonal abilities. These facets, unique to the military,

emulated positive, condoned behavior that the author challenged his troops to better themselves.

Indeed, the author challenged his troops to be better than he, as they were the future leaders

guiding and molding future minds.

Now having new tools, these seven strategies, allow for honest evaluation of participant

activity, in regards to, the study, mentorship and professional development. Because at the heart

of things, the author wants to help people grow.


Next, the paper progresses onto the consent form and timeline involved in this study, located

in the appendices section.

Informed consent

This vital document will be needed to gain authorization to use data gathered on the 20

participants to achieve outcomes from the study.

Timeline

Also, a timeline has been established to conduct the study, which includes the modules that

will be administered to the group. In addition to the consent form, the timeline is available in the

appendices area for further review and discussion.

Additionally, the timeline establishes the length of the study, which is six weeks, including

total training days (22) and training hours (44) for the study. The study will be conducted in the

last two hours of the 20 participant’s shifts highlighting what will be covered during its length.

As discussed, creating ways to validate a study is highly important to the research preventing

subjective reporting, while maintaining objectivity in the study. The next section, (probable)

results, concludes the study displaying information that answers the research question with

positive outcomes, negative outcomes or inconclusive outcomes.

Section six: Probable results

Synopsis

If this were an actual study (instead of a much-needed exercise in understanding), outcomes

would be discussed and conclusions drawn, based on the data collected and inputs supplied by all

involved (researcher, instructor, key stakeholder, and participants). This section serves as a


demonstration of the author’s understanding and vital importance of this concluding piece to

solving the ‘puzzle.’

Overview

As stated, this area would contain the results gathered from observations noted during the

study, participant inputs, researcher conclusions and thoughts of future endeavors concerning

follow-on studies.

Overall results

A presentation of raw data would be presented here. The data would show results of the

researcher’s findings, test scores, and conclusions from the interviews and questionnaires given

to the participants.

Participant data and feedbacks

The thoughts of the participants would be captured here including noting successes and areas

for improvement.

Researcher conclusions

The researcher would add his thoughts about the whole experience. This would be an

appropriate area to place subjective thoughts (information) about what went well and what

needed improving in going forward.

Thoughts for the future

The culmination of all the requirements of a course, called EDUC 512 (Action research

methodologies), have been encapsulated in this report. It lends great favor to the course’s

instructor and text for providing a thorough understanding of the researching process, as it relates

to building and completing a study.


Should the author (as he will) conduct future studies, he has this data to review in building a

solid study piece.

Section seven: Appendices

SynopsisThe final piece of the study is contained in this area. It shows the thoughts of the researcher throughout this process, in addition to, detailed aids used in the study. The intent is for others to use this data, and hopefully improve upon what the author has started.

OverviewAll pertinent data is housed here in this area containing templates that others can use for various applications.

Appendix A, Journals on reflections and research focus

A. Reflective Focus.

B. Reflective Questioning (Rossman and Rallis, 2012).

C. Reflective Journal Entry.

A.1. Mentoring. B.1.1. What assumptions do I make about this topic?

C.1.1. Entry: In answering the first of four questions on assumptions, I believe in the concept of teach a man to fish and he’ll know how to do so for a lifetime. I see mentoring as the same; preconceived notions of mentoring is taking an individual or group of like-minded people, who want to better themselves, on a fact-finding journey, while guiding and facilitating their learning (and mine) along the way.

B.1.2. What opinions do I have about this topic?

C.1.2. Entry: In response to the second question (to the left), my personal opinions are that not enough is done in this area to increase individual self-growth. People don’t know how to seek out mentors and mentors may not know how to mentor.

B.3. What preconceptions, prejudices, or biases do I bring

C.1.3. Entry: The preconceptions I bring to this


to the study of this topic? topic, mentorship, is that I feel deficient in some areas of my life. So, I feel there may be others who have experienced the same in life. My parents separated when I was 7 or 8, finally, going their separate ways when I was 12. Although I give my dad credit for supporting me (and my older brother) while I grew up, I missed that father-figure element.

B.4. What assumptions do I have about those who will participate in my study (i.e., my students or colleagues)?

C.1.4. Entry:I feel others, the peers that I work with, may not want my help and advice.

A. Reflective Focus.

B. Reflective Questioning (Rossman and Rallis, 2012).

C. Reflective Journal Entry.

A.2. Professional Development.

B.2.1. What assumptions do I make about this topic?

C.2.1. Entry:I would assume that this subject deals with improving employee skills (related to a work environment).

B.2.2. What opinions do I have about this topic?

C.2.2. Entry:When I was younger, I thought it was a tedious exercise, but, now, I’ve come to understand that this type of education broadens and deepens learning enabling a worker to be multi-skilled.

B.2.3. What preconceptions, prejudices, or biases do I bring to the study of this topic?

C.2.3. Entry:That most trainings will be boring, unimaginative and non-interactive.

B.2.4. What assumptions do I have about those who will participate in my study (i.e., my students or colleagues)?

C.2.4. Entry:I assume that people will, generally, want to avoid any type of training, as they would consider it ‘an additional’ that they would want to do without. The key would be finding topics of interest and building (and holding) interest to evoke interaction.

D. Desired Outcome(s).

For those that want help, I’d like to assist them. Education, training, and personnel development are attributes I’ve gained and I would like to ‘help men (and women) be


fishermen.’ For 24 years, I was part of a military family. From 1990 to 2011, I’ve trained, led and mentored staff.

E. Actions I’m considering taking to increase mentorship and professional development.

E.1. Reach out to fellow peers, and through conversational talk, learn what ways (through education and self-improvement) to assist peers, and superiors.

E.2. Higher education (completion of undergraduate work and continuation of learning via graduate work) has augmented my communicative skills. I’ve helped others with covering letters, resumes, and other written communications (memos, yearly appraisals and feedbacks, etc.). I would like to continue helping others to help themselves.

E.3. Networking: putting others in the path of decision-makers to fulfil their goals. For example, physical fitness was a mandate while I served in the Armed Forces. One of my former staff, an exercise physiologist (EP), helped get me into the best shape in my life. Now, a peer (in my current job), who wants to be a professional bodybuilder, sought connections to help him along his way. I connected the peer with the EP and the EP is continuing to mentor the peer. (I wish both of them well.)

F. Educational Role: Peer-to-peer. I’m working a manual-labor job (that I’m grateful for) while I continue with my goal to complete a master’s in Education. So, I have no supervisory responsibilities, unless specifically assigned them by my supervision. If I can help a fellow employee (peer) who wants help, I would be happy to assist.

F.1. Grade Level: 12. I work in a factory producing cat-food for the United Kingdom and Northern-Ireland region. All employees are required to complete secondary (high-school or equivalent) education, as a prerequisite. This the educational level of my focus.

F.2. Subject: Self- and Professional-Growth. In addition to my general duties as a process operator, I was trained (by the company) in DMAIC principles of root-cause analysis to improve/maintain productivity levels. I have assisted others in these principles to improve first-time quality rates, along with just-in-time principles to get the right product in the right amount to our customers. Specifically, I’ve led, been a part of teams, and mentored staff to isolate root-causes, to eliminate defects, and to spark growth, personally and organizationally.

G. Reflective Process(es): (Kolb, 1984)

G.1. Concrete Experience (Feel). Receiving formal training in management (of people, resources and processes) in 1992 began my journey to be a mentor, teacher, trainer and facilitator.


G.2. Observations and reflections (Watch). I will endeavour to observe the effects of my efforts to assist peers. If persons achieved their goals or are headed in the right direction, I will continue methods to help others. If persons haven’t achieved desired goals, reassessment is required to review steps taken so that future mentored persons will get the advice they need to achieve. G.3. Formation of abstract concepts and generalizations (Think). Continue to assess steps taken to help others carrying forward things that generated success in others’ lives, while seeking to improve steps used that was not successful in getting persons from point A to point B.

G.4. Testing implications of concepts in new situations (Do). Testing comes in the form of results, either a person met their goals (or on their way) or they did not meet their goals. In either case, review is required to note the successes and failures emulating the achievements and refining processes to negate the losses.

Appendix B, Contrasts found in (some) of data pieces of the literature review

There are 14 pieces of data collected for the literature review. Each piece will provide a brief description linking motivation as a contributing factor for selection of said data.

Up first, (in this collection) these authors (Echevarria, et al, 2013) use several motivational strategies (extrinsic, intrinsic, task-oriented, cooperative learning, and positive ego-building) to engage students (especially, English language learners) to learn content using the SIOP (Sheltered Instruction Observation Protocol) Model. Second, the author (of this paper) reviewed Project C, the prior assignment produced for the course, EDUC 512, Action-research methodologies. The project was pertinent, as it honed and focused the author into producing a research focus: the desire to help improve others through mentorship and professional development (Hayes, 2015). Without this focus, the author would have difficulties generating good (solid) primary and secondary questions, and collected data for the review. Third, this author (Hendricks, 2013) wrote a book about research methods, of which, one is action research, which is used to improve processes, teaching, techniques, etc. Additionally, the text has provided guidelines for writing literature reviews (amongst other things useful for researchers). It and Hendrick’s teachings were added as sources to guide the author (of this paper/report) in generating this assignment: Project D. Fourth, these authors (Herrell and Jordan, 2012) developed scaffolding techniques helping ELLs (English language learners) acquire English as a second language. They developed 50 strategies


(as such, advance organizers, guided reading, modeled talk, etc.) helping teachers teach. These techniques help students (of all ages) develop confidence while learning a difficult (English) language. The confidence leads to engagement, and the engagement motivates learners to learn English. These techniques can be used/applied in other subjects, such as training programs or mentoring seminars. Fifth, a powerful technique, cooperative learning, also, has the ability to engage, build improvement (social skills, knowledge, decision-making, etc.), and motivate learners. These authors (Kagan and Kagan, 2009), a husband and wife team, developed team-based activities to evoke learning. This can be readily adaptable to mentoring and professional-developing people. Sixth, this author (Sagor, 2003) coined and developed the CBUPO (competence, belonging, usefulness, potency and optimism) theory bringing a sense of belonging (family-like relationship) to spur learning connecting learners to content cultivating a nurturing environment of engagement. This motivational theory helps students (mentees and trainees, alike) learn. Seventh, when the CCSS (Common Core State Standards) rolled out to the 50 States standardizing requirements for grades K to 12 gearing (up) student skills and abilities to take higher education tracts (studies: undergraduate, graduate, etc.), teachers required aids/tools to translate the new requirements to learners. The authors (Silver, et al, 2012) developed the Core Six: Essential strategies helping student achieve more and teachers, who, guided their footsteps. These six strategies ((1) reading, (2) comparing and contrasting, (3) solving problem through inductive learning, (4) encompassing knowledge, (5) writing to learn, and (6) using vocabulary to learn) built skills inducing engagement, which would lead to motivating others (students, mentees, trainees, etc.) to learn. Eighth, the authors (Smith and Ragan, 2005) viewed motivation from a different angle, in regards to, designing content. They included values, beliefs, in addition to, motivations, as changing differences (over a period of time; i.e., the course of a person’s life, stages of mental/physical development, etc.) that, together, can have a direct effect on learning. This perspective was added to the collected data adding depth and additional rationale for the development of the primary and secondary questions. Ninth, this author (Tough, 2012) views motivation through another lens. He chronicles personal stories about children (growing into adults) who use motivation to achieve against impossible odds (i.e., broken/fractured family life, poverty, etc.) to succeed at their goals (for one, undergraduate studies and college after a poor/substandard start in primary and secondary schooling). Tough deemed the achievements and these persons’ successes down to a summation: grit, determination, perseverance and motivation. Mentors/trainers and mentees/trainees must, at stages, use this summation to ‘go through valleys’ to arrive at ‘mountain tops.’ Tenth, the authors (Advanced Education and Technology, Government of Alberta, 2009) of an educational institution, developed a program using peer-to-peer (K-12 grades) involvement encouraging elder students to help their peers and younger students demonstrating positive learning experiences and modelling appropriate behavior making all affect constructive (not


destructive) citizens in society. In this interaction, motivation, amongst other things, helped in providing a good and lasting experience. Eleventh, the author (Green-Powell, 2012) discussed the role of the mentor and the interaction that is formed being the mentor and mentee. This study focused on the rewards of mentoring, one of them included motivation (to continue guiding others) and enhancing motivational skills that spark change (engagement) in mentees. Twelfth, the authors (Haddock, et al, 2013) using the qualitative-study method involved college student mentors using techniques (like motivational interviewing) to help at-risk youth model appropriate behavior and social-skill development. The study involved 19 focus groups totalling 141 participants (college mentors) observing them as they ‘mentored’ troubled-youth improving/developing critical-thinking skills, as well. Thirteenth, the authors of a leading American university (Wisconsin University, 2000) created a guide helping businesses implement a mentorship program within their organizations encouraging (potential) mentees to ask work-related questions (on positions, standards, on-the-job training programs, etc.) within a conducive arena of learning. Admittedly, although not directly addressed in this how-to-guide, it is assumed that motivational techniques are needed once a mentorship program has been installed (and functional) within a workplace activity. Fourteenth, the author (Wood, 2004) of this study presented mentorship and professional development from a registered training organization’s (RTO’s) viewpoint. RTOs have delivered vocational education, training and (recognized Australian) qualifications. This particular study provided mentoring and support to trainees in aims of creating (and sustaining) productivity and a positive workplace (and learning) experience.

Appendix C, Concept map for finding articles



Appendix D, Discussion response excerpt from a graduate course

The following came from a Southwestern College course in instructional design, called EDUC 542:

Forum 1, my professional environment.

…I have always had an affinity with teaching, guiding and mentoring. It started in the military training others on task-specific operations, then moved onto training on health and safety and reducing risk in the work (and home) setting culminating in managing employee education and training programs…


Appendix E, Intervention plan: Legend and table information


Appendix F, Table showing the 20 participants in the study

Appendix G, Data collection strategies


Appendix H, Teacher-made tests (artifacts) and pre-/post-test

The teacher’s copy is shown, only, as the user can remove the answers forming the student’s copy.

Teacher’s Copy. (Of note, some statements were intentionally structured to interchange mentor/trainer and mentee/trainee answers, as to spark discussion and debate about the terms being similar or different.)

Pre-/post-assessment on Mentorship and Professional Development.

Instruments provided: A copy of the test and a black/blue pen.

Directions: To the best of your ability, select 12 words or word phrases inserting them into the 12 statements, below; words and word phrases could be used more than once. This pre-assessment is based on prior knowledge that you possess about two subjects: mentorship and professional development.

Each statement is worth 2 points, each, please work, individually, answering the statements. You will have 30 minutes to complete this exercise. When done, please place the test into a stack on the table at the front of the class/training room.

If you have any additional questions, not related to answering the statements, please raise your hand and your instructor will come around to you to assist.

Otherwise, when instructed, your test will begin at hhmm and end at ____. When instructed, place your pens down and turn your tests over. The instructor will collect those tests.

Where there are open-ended questions requiring responses, these sections will not be part of the scoring, as the instructor is looking for your viewpoint on the questions.


Answer key: mentor mentee mentoringtrainee trainer professional developmentmotivation

Statements:

1. A _______ is viewed as an equal to build a relationship facilitating growth, while gaining insights through the lives of others to be a better person. (answer: mentee)

2. The ideology about this type of person, a ______, comes from Greek mythology where this person takes an active interest in developing another person in every aspect of the person’s life and career. (answer: mentor)

3. Five characteristics, appearance, humour, courtesy, respect and realness, are basic ________ tips or strategies helping an enabler build and shape others. Of note, use of humour must not be derogatory directly focused at anyone and use must be ‘wrapped’ in respect when applying this useful technique. (answer: mentoring)

4. If training is not effective and/or follow-on support isn’t there guiding employees, a _______ may reject the instruction believing their organizations did not maintain contact with them. (answer: trainee)

5. (This statement requires your thoughts at the end it.) Orientation is designed to help new employees integrate into the company. Why should both a _______ and a ________ actively participate, or join in, orientations? (answer: mentor, trainer)

Please answer: ____________________________________________________________________________________________________________________________________________________________________________________________

6. Would you consider time management a skill important to ________ _______? (answer: professional development)

Why? Please answer: ____________________________________________________________________________________________________________________________________________________________________________________

7. They say how an instruction is received is key to _______ _______. The teacher must take into account a _______’s values, beliefs, interests, and ______ to improve the learning experience. (answer: professional development, trainee, motivation)

8. As old-fashioned at this sounds, a _______ can use honest feedback, like praise and constructive criticism, to spark _______ in a trainee or mentee. (answer: trainer, motivation)


9. Raising self-esteem in a _______ is a great tip to help a _______ connect and form a strong relationship to improve the _______’s life. (answer: mentee, mentor, mentee)

10. Would you say that grit, _______, and perseverance are keys to succeeding as a _______? Yes or no (circle a response). (answer: motivation, trainee) If yes, please give some other things that are key: _____________________________________ __________________________________________________________________.If no, please state what is key to success: ___________________________________________________________________________________________________.

11. They say competence, belonging, usefulness, potency (feeling important) and optimism are things that make up _______. Can these five factors motivate a _______? (answer: motivation, mentee or mentor)Please comment: ______________________________________________________________________________________________________________________.

12. Graphic organizers can be pictures or visual aids to help a _______ learn something new. PowerPoint presentations are types of graphic organizers that a _______ uses to train employees. (answer: trainee, trainer)

Appendix I, Field notes and observational records

Appendix J, Inquiry data. Interview responses from participants.

Interview questions & responses.

What did you think about the six-week instruction and was it useful to you? __________________________________________________________________________________________________________________________


Has your views on mentorship and professional development changed?__________________________________________________________________________________________________________________________

Has your understanding of mentoring and training changed?__________________________________________________________________________________________________________________________

Do you think mentoring and professional development are similar?__________________________________________________________________________________________________________________________

Do you think mentoring and professional development are different?__________________________________________________________________________________________________________________________

Would you like to be a mentor or trainer for your organization? Yes or No. (circle)

Why?__________________________________________________________________________________________________________________________

Appendix K, Surveys and attitude scales using the Likert scale

Post-evaluation survey and Attitudes scales, incorporated.

Six-Week Instruction on Mentoring and Professionally Developing EmployeesPost-evaluation Survey

Learner’s Name: ________________________________ Date: __________________

Your feedback is appreciated. Please circle the appropriate number.

(1 = I don’t know, 5 = I know definitely)

Post-Assessment

Student Satisfaction (fill this section after activity) Strongly Disagree to Strongly Agree

The information presented was relevant to my learning needs 1 2 3 4 5My teacher was clear, organized, and knowledgeable about the subject 1 2 3 4 5My team worked well together 1 2 3 4 5The content of the activity assisted me in achieving the learning objectives 1 2 3 4 5Adequate team question and discussion time was allowed 1 2 3 4 5


The length of class activities was appropriate (too long, too short) 1 2 3 4 5The physical environment provided an atmosphere conducive to learning 1 2 3 4 5The audiovisuals were useful 1 2 3 4 5The handouts were appropriate 1 2 3 4 5Overall, how would you rate this activity? (1 being worst, 5 best) 1 2 3 4 5Overall, how would you rate teacher? (1 being worst, 5 best) 1 2 3 4 5

(Based on the Likert Scale)Agreeability: This training is something I can readily use and take back to my organization 1 2 3 4 5

Frequency: The training sessions were given at a good time in the shift 1 2 3 4 5Importance: This is something that the organization needs and should be trained out to the rest of the organization 1 2 3 4 5

Quality: The content and activities were presented to a high standard 1 2 3 4 5Likelihood: I would recommend this to the entire staff, site-wide 1 2 3 4 5

What was your favorite aspect of this six-week program? _________________________________________________________________________________________________________________________________________________________________________________________________

What improvements would you suggest? (Please comment if you identified a 1 or 2 above) ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What additional topics might you like more information on? Please be specific.□ Mentorship________________________________________________________□ Professional Development ___________________________________________□ Improving communication ____________________________________________□ Other ____________________________________________________________□ Other ____________________________________________________________□ Other ____________________________________________________________

Appendix L, Informed consent

Learner Assent FormGranting authorization to serve as a research participant

Dear _______________________ (name of learner),

There will be a researcher conducting a study in our training and resource room, while the instruction in given to 19 other process operators, including yourself, to see how motivation plays a part in learning, if the instructor was successful in keeping you engaged in the activity, and if you believe mentorship and professional development to be the same, similar or completely different terms.


Participation in this study is completely voluntary, will not occur on your off-work times, and will not affect you in any way. It will be given over a course of 6 weeks, which breaks down into 22 training days in 2-hour training blocks. The actual training will occur during the last 2 hours of your shift.

You may ask the researcher and instructor questions at any time about this study. Additionally, your plant manager, Mark C., has approved this study, and your team leader, Bob. H., has replacement help (agency workers) who will perform your duties during your absences.

The purpose of the study is to find out if motivation is a key ingredient in being a successful mentor or trainer; also, is motivation key to helping mentees and trainees grow personally and professionally? Then, can is be assumed that mentorship and professional development be one-in-the-same, similar or completely different? Your answers, interactions and feedbacks will determine the answers to the questions posed.

The researcher will collect various forms of data to determine whether this outcome was successful. The types of data will include pre- and post-tests, observational notes gathered by the researcher, and learner interviews, surveys and likeability of the instruction and study.

The benefits of participating in this study include learning more about yourself and your peers and possible roles as future trainers and peer-to-peer mentors. Your name will not be included in any report about this study, unless authorized by you. Additionally, you have the right to ask the researcher not to include any of your data in the study or to tell the researcher that you no longer want your data included.

If you agree to use your data in the study, please print and sign your name below.

I give permission for my data to be used in this study.

___________________________ _________________________Learner’s Printed Name Learner’s Signature

____________Date

Appendix M, Timeline (on next page)



References

Alberta Advanced Education and Technology. (2009). High school teen mentoring handbook.

Retrieved from http://files.eric.ed.gov/fulltext/ED506100.pdf.

Echevarria, J. (2013). Making content comprehensible for English language learners the SIOP

model (4th ed.). Upper Saddle River, NJ: Pearson.

Gifted.unconn.edu. (2010). Likert Scale: Designing an attitude instrument. Retrieved from

http://www.gifted.uconn.edu/siegle/research/instrument%20reliability%20and%20validit

y/likert.html.

Green-Powell, P. (2012). The rewards of mentoring. US-China Education Review B 1 (2012) 99-

106. Retrieved from http://files.eric.ed.gov/fulltext/ED531660.pdf.

Haddock, S., et al. (2013). Campus corps therapeutic mentoring: Making a difference for

mentors. Journal of Higher Education Outreach and Engagement, Volume 17, Number 4,

p. 225, (2013). Retrieved from http://files.eric.ed.gov/fulltext/EJ1018626.pdf.

Hayes, D. (2015). Project C: Reflecting to identify a research focus. Winfield, KS: Southwestern

College.

Hayes, D. (2015). Reviewing the literature. Winfield, KS: Southwestern College.

Hayes, D. (2015). Project E: Articulating research questions & planning the intervention.

Winfield, KS: Southwestern College.

Hayes, D. (2015). Project F: Choosing data collection strategies. Winfield, KS: Southwestern

College.

Hayes, D. (2015). Forum one: Discussion one assignment for EDUC 542, Instructional Design.

Winfield, KS: Southwestern College.

Hendricks, C. (2013). Improving schools through action research: A reflective practice approach


(3rd ed.). Upper Saddle River, NJ: Pearson Education Inc.

Herrell, A., & Jordan, M. (2012). 50 strategies for teaching English language learners with DVD

(4th ed.). Upper Saddle River, NJ: Pearson, Merrill Prentice Hall.

Kagan, S., Kagan, M. (2009). Kagan cooperative learning. San Clemente, Ca: Kagan Publishing.

Sagor, R. (2003). Motivating students and teachers in an era of standards. Alexandria, VA:

Association for Supervision and Curriculum Development.

Silver, H., Dewing, R. & Perini, J. (2012). The core six essential strategies for achieving success

with the common core. Alexandria, VA: Association for Supervision and Curriculum

Development.

Smith, P. & Ragan, T. (2005). Instructional design (3rd ed.). Hoboken, NJ: John Wilev & Sons.

Inc.

Tough, P. (2012). How children succeed. Boston: Mariner Books.

Wisconsin University. (2000). How to set up a workplace mentoring system. Retrieved from

http://files.eric.ed.gov/fulltext/ED464225.pdf.

Wood, S. (2004). Fully on-the-job training: Experiences and steps ahead. Australian National

Training Authority: National Centre for Vocational Education Research. Retrieved from

http://files.eric.ed.gov/fulltext/ED493985.pdf.

Documents

dhayescapstone.weebly.com · Web viewThe focused area is Green Shift comprising 20 people/workers, or Ops, (excluding the management tier: team leaders and higher) that this report