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• W611720860 abstract "Exploring Protege Perceptions of Success and Failure in Formal Mentoring Programs by Jeffrey W. Strickland MAS, Embry Riddle Aeronautical University, 2007 BS, Embry Riddle Aeronautical University, 2003 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy and Administration Walden University July 2015 Abstract Since the 1993 inception of the mentoring program in the U.S. Navy, little evidence has been collected on its effectiveness, primarily because of difficulties with instrumentation and conceptualization in conducting such assessments. The purpose of this correlational study was to identify external factors affecting military proteges’ satisfaction with their mentoring experience. The conceptual framework of this study was based on Kram’s mentor model theory, which includes career and psychosocial support functions. A 5item Likert survey instrument was designed to measure the dependent variables of satisfaction with career mentoring and satisfaction with personal mentoring against 10 independent variables: dyad compatibility, mentor training, dyad geography, mentoring functions, mentor/protege gender, challenging job assignments, protege visibility, mentor leadership, time management, and protege career expectations. The survey was completed by a total of 538 participants, selected among the service personnel of 17 U.S. Navy aviation squadrons in the enlisted ranks of E1 through E6. Ten simple linear regressions were performed with a level of significance of .001. All 10 independent variables were significantly related to satisfaction with both career and personal mentoring. The study results suggested, however, that career mentoring was favored to a greater extent than was personal mentoring by proteges, with the effect sizes ranging from 5% to 48% for career mentoring and from 3% to 22% for personal mentoring. Furthermore, Kram’s theory was a useful lens to evaluate mentoring in this population. The implications for positive social change include informing program administrators in the U.S. Navy of the benefits to their units to evaluate and improve the design and the implementation of career and personal mentoring.Since the 1993 inception of the mentoring program in the U.S. Navy, little evidence has been collected on its effectiveness, primarily because of difficulties with instrumentation and conceptualization in conducting such assessments. The purpose of this correlational study was to identify external factors affecting military proteges’ satisfaction with their mentoring experience. The conceptual framework of this study was based on Kram’s mentor model theory, which includes career and psychosocial support functions. A 5item Likert survey instrument was designed to measure the dependent variables of satisfaction with career mentoring and satisfaction with personal mentoring against 10 independent variables: dyad compatibility, mentor training, dyad geography, mentoring functions, mentor/protege gender, challenging job assignments, protege visibility, mentor leadership, time management, and protege career expectations. The survey was completed by a total of 538 participants, selected among the service personnel of 17 U.S. Navy aviation squadrons in the enlisted ranks of E1 through E6. Ten simple linear regressions were performed with a level of significance of .001. All 10 independent variables were significantly related to satisfaction with both career and personal mentoring. The study results suggested, however, that career mentoring was favored to a greater extent than was personal mentoring by proteges, with the effect sizes ranging from 5% to 48% for career mentoring and from 3% to 22% for personal mentoring. Furthermore, Kram’s theory was a useful lens to evaluate mentoring in this population. The implications for positive social change include informing program administrators in the U.S. Navy of the benefits to their units to evaluate and improve the design and the implementation of career and personal mentoring. Exploring Protege Perceptions of Success and Failure in Formal Mentoring Programs by Jeffrey W. Strickland Dissertation Submitted in Partial Fulfillment Of the Requirements for the Degree of Doctor of Philosophy Public Policy and Administration Walden University July 2015 Dedication This paper is dedicated to my family and friends who have supported me throughout my doctoral studies. Without their advice, support, and patience, this study may have never been completed. I extend a warm appreciation to Dr. Lori Demeter and Dr. Morris Bidjerano for their assistance during the writing phase of this study. Special thanks go out to Dr. Tommy Walters at Embry Riddle Aeronautical University for his technical insight and suggestions during the test instrument development and evaluation phase. Acknowledgements I would like to thank the following U.S. Navy aviation squadrons for their support and participation throughout this study. Electronic Attack Squadron One Three Two (VAQ-132) Electronic Attack Squadron One Three Three (VAQ-133) Electronic Attack Squadron One Three Four (VAQ-134) Electronic Attack Squadron One Four One (VAQ-141) Electronic Attack Squadron Two Zero Nine (VAQ-209) Patrol Squadron One (VP-1) Patrol Squadron Three Zero (VP-30) Patrol Squadron Four Six (VP-46) Strike Fighter Squadron One Three Seven (VFA-137) Strike Fighter Squadron One Four Seven (VFA-147) Strike Fighter Squadron One Zero Six (VFA-106) Carrier Airborne Command and Control Squadron One Two Six (VAW-126) Helicopter Sea Combat Squadron Ten (HS-10) Helicopter Maritime Squadron Four Zero (HSM-40) Helicopter Maritime Squadron Seven Zero (HSM-70) Fleet Logistic Support Squadron Five One (VR-51) Fleet Logistic Support Squadron Four Zero (VRC-40) TABLE OF CONTENTS List of Tables v List of Figures vi Chapter 1: Introduction to the Study" @default.
• W611720860 created "2016-06-24" @default.
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• W611720860 date "2015-01-01" @default.
• W611720860 modified "2023-09-27" @default.
• W611720860 title "Exploring Protégé Perceptions of Success and Failure in Formal" @default.
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