Addressing Sources of Collateral Damage in Four Mentoring Programs
by Gary M. Kilburg & Thomas Emerson Hancock - 2006
This article examines the types of recurring problems that can inhibit K–12 mentoring team relationships and intervention strategies to remedy those problems. The study examines 149 mentoring teams in four school districts over a 2-year period. Data collection was coordinated by the researcher who was also the trainer for the four school districts' mentoring programs. Each year of the study, the survey and interview processes were repeated. From the analysis of data, the research team identified a common set of recurring problems during both years. Intervention strategies were then identified, introduced, and assessed. Results indicate the need for continual assessment of mentoring programs and mentoring team relationships, financial commitment from the school district, a rigorous mentor selection process, and providing in-service and workshop opportunities for problem solving.
To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: