The research problemaddressed in this study was critically evaluate whether the Sibanye Mentoring Project of the Border Cricket Board is an effective tool in the development of black cricket players. To achieve this objective an analysis was made as to why mentoring is essential in today’s business. The study discussed the implications of mentoring and how to use it to enhance employment equity. An integrated model for mentoring was investigated using relevant literature to identify the key elements in developing and maintaining a successful mentoring programme. Each factor of the model was broken down into dimensions that were then analysed using sources researched during the literature study. The theoretical model was then used to develop a questionnaire to test the degree to which the implementation of the Sibanye Mentoring Project of the Border Cricket Board concurred with the literature study. The empirical results obtained indicate a strong concurrence with the theoretical model for mentoring. The conclusions drawn and the recommendations suggested in the study proved without a doubt that mentoring can be an effective tool in the development of young black cricketers.

M.Com. (Industrial Psychology) / During the past decade the number of women in professional and managerial jobs increased dramatically. This tendency inevitably lead to greater interaction between men and women in the work situation. Organizations however spend little time and money on programmes addressing the unique career and support needs of the respective genders. Studies of successful women in managerial and professional jobs indicated that "good" mentors were perceived as a valuable asset in their upward mobility. The studies, however, also indicated that specific problems were being experienced in cross-gender mentor relationships. Hence the purpose ofthe study was to deduce the mentorship needs and problems experienced by women from a literature study with the aim to develop suitable instruments by means of which the extent of such needs and problems could be assessed. On the basis of the literature survey, two questionnaires were compiled which on face value respectively addressed the mentorship needs and cross-gender problems experienced in mentor relationships. The questionnaires were administered to 122 female Eskom employees in their early career phase. In the statistical analysis of the data obtained, the NP50-programme was mainly used. Both factor analysis as well as item analysis were conducted. The main results of the analysis are as follows: • Both scales (questionnaires) showed reliability coefficients higher than 0,9 for joint item analysis. • Three factors were identified for the mentorship needs questionnaire (scale 1) being the need for opportunities, the need for protection and the need for sponsorship and support. Factor 1 relates to the psycho social functions of mentorship whereas factors 2 and 3 relate to career functions of mentorship. • The questionnaire (scale 1) can be administered with or without consideration of the respective factors identified.

D.Ed. (Educational Psychology) / Career orientation is a developmental process that can be facilitated by career development programmes. One of the most recent developments in these programmes was the introduction of computerized career orientation which enables the user to explore career activities independently. An experimental investigation in which the MENTOR computerized vocational guidance system was used, was conducted at the Rand Afikaans University in an attempt to determine whether the MENTOR could be a useful aid for career orientation in South Africa. Standard nine high school pupils were randomly assigned to one of two groups according to the pre-test post-test experimental design. Subjects completed a biographical questionnaire, an evaluation questionnaire concerning the use of MENTOR and the Career Development Scale (CDS). Goal and aid orientated criteria were applied to evaluate the MENTOR programme. The main hypothesis, namely that there would be a statistically significant difference between the mean posttest scores on the Career Development Scale (CDS) of the experimental and control groups, was tested according to the integrated statistical procedure suggested by Spector (1981): It was determined during the first phase of the experiment that there were no statistically significant differences between the average pretest results of the experimental and control groups. During the second phase it was determined that the mean post-test results differed statistically significantly from that of the control group. In the last phase it was determined that the mean post-test results of the experimental group were statistically significantly higher than the mean pre-test results. Furthermore the average follow-up test results indicated that there was a statistically significant higher score regarding self-knowledge, career information, as well as the integration of self-knowledge and career information. The research results showed that there was a statistically significant increase in the career readiness of pupils after they had used the MENTOR system, compared with pupils from the control group. It could be predicted with 95% certainty that a person who used the MENTOR programme would show an increase in career development.

Magister Commercii (Industrial Psychology) - MCom(IPS) / Transformational leadership has received considerable attention within the organizational sphere in the last decade. Leadership in higher education institutions has also received attention as there is a concern about the retention rates of students. Academic leaders have identified unclear educational goals, dissatisfaction with academic programmes, and unclear career objectives as reasons for student attrition. Therefore, skills training and development programmes became the priority of academic institutions for the purpose of retaining students to sustain a competent and efficient workforce generation in all spheres. The University of the Western Cape’s Peer Mentoring Programme offers a strategy to increase retention of students because it addresses several causes of student drop out such as, inadequate academic preparation for tertiary institutions, lack of knowledge about social or academic resources and adapting to new surroundings for first year students. Based on a review of empirical findings, this research elucidated the theoretical terrain of mentoring, transformational leadership and trust. The exploration of the literature highlighted the similarities and differences between transformational leaders and mentors are discussed. An adapted version of the Multifactor leadership questionnaire (MLQ), and the workplace trust survey (WTS) was administered to a sample of 54 mentors in a university’s peer mentoring programme within the Western Cape South Africa. The University of the Western Cape’s peer mentoring programme (PMP) was utilised as a case study and a convenience sampling approach was employed. The results emanating from this research indicate that there is a significant relationship between transformational leadership and trust. Biographical variables namely gender, age and previous experience within the mentoring programme as a follower (mentor) were examined amongst the sample of PMP to determine if any of the variables contributed towards the differences in perceptions of transformational leadership and trust in the leader (head mentor). These biographical variables demonstrated no significant difference in transformational and trust levels. Notwithstanding the limited generalizability of this study, implications for research and practice are suggested and recommendations are made to facilitate improved functioning of the PMP.

The student teacher mentoring programme (STMP) has been an important feature of the Zimbabwean teacher education landscape since 1995. However, this programme has not been evaluated and thus the need for this article, which seeks to evaluate the implementation of the STMP in Zimbabwe. Data were collected through responses to checklists and questionnaires by ten lecturers and sixteen mentors; fifteen student teachers responded to questionnaires, and two school heads were interviewed. The main findings are that: (1) the STMP is being implemented through the key elements (mentors, student teachers and the mentoring context); (2) while the key participants are playing their part in the STMP, the latter is not being effectively implemented because of lack of funding. This has negatively impacted on the STMP, resulting in low mentor morale. In the recommendations it is urged that the status of the mentor is recognised, in a bid to boost the STMP.

The role of trust in traditional face-to-face mentoring has already been investigated in several research studies. However, to our knowledge, very few studies have examined how trust is established in electronic-mentoring relationships. The purpose of the current study is to examine by means of the Mayer et al. (1995) model how e-mentees perceive a prospective e-mentor's trustworthiness and how these perceptions influence the decision to be mentored by a particular e-mentor. A sample comprised of 253 undergraduate and graduate students from the Telfer School of Management at the University of Ottawa participated as potential mentees by completing a survey after having reviewed the selected e-mentor’s profile. The survey employed quantitative and qualitative measurements to assess the mentee's perception of the prospective e-mentor’s level of trustworthiness. In the quantitative section, both the Behavioural Trust Inventory (Gillespie, 2003) and the Factors of Perceived Trustworthiness (Mayer et al., 1999) were measured. The Behavioural Trust Inventory was designed to measure the extent to which a mentee is willing to be vulnerable in e-mentoring relationships. The Factors of Perceived Trustworthiness (ability, benevolence and integrity) were designed to measure these three attributes’ contributions to the extent to which the mentees perceived the e-mentor as being trustworthy. The factorial structure (confirmatory factor analysis) and internal consistency (Cronbach’s alpha) of the constructs were examined. Structural equation modeling was conducted to test the fit of the models (Behavioural Trust Inventory and Mayer et al.) to an e-mentoring context. In the qualitative section, the indicators of trustworthiness were collected by means of an open-ended question and were analyzed by means of content analysis. The results of the quantitative analysis revealed that the models (the Behavioural Trust Inventory and the Factors of Perceived Trustworthiness) have an adequate fit with the e-mentoring model after accounting for some correlated error terms. The results of the qualitative analysis identified some other attributes (apart from ability, benevolence and integrity groups) have an influence on the extent to which the mentees perceived the e-mentor as being trustworthy. The main finding is that the Mayer et al. (1995) model appears to be a suitable device for the measurement of trust in e-mentoring relationships at the initiation phase.

This diploma thesis provides a comprehensive overview of talent management (TM) in a context of in-depth research in areas of identification, development and stimulation of talented employees. The theoretical part settles the term of a talent and TM in a corporate practice, introduces its development in human resources and demonstrates building a concept on a strategic level as a key to competitiveness of a company. In addition, it describes the process of TM and the context with other practical matters in process of integration within an organisation. The practical part researches the main processes in the analysed company from the genesis of segmented approach to talents, through lessons learnt in a real scenario, to recommendations in following innovations. The conclusion is supported by exports of career interview records with employees and exports of a questionnaire provided by internal mentors. Suggested changes are defined in compliance with the TM concept in the organisation and methodological recommendations.

Diese Arbeit beschäftigt sich mit der Erstellung und Evaluation eines E-Mentoring Systems auf Basis eines Chatbots in der Hochschullehre. Innerhalb des Verbundprojekts tech4comp und dessen zugrundeliegender technischer Infrastruktur ist ein erster Chatbot zur Unterstützung der digitalen Lehre implementiert worden. Dieser Bot hat die Aufgabe, anhand von Aufgabenempfehlungen den Lernerfolg zu steigern. In einer Studie mit Lernenden eines Mathematikmoduls an der Hochschule für Technik, Wirtschaft und Kultur Leipzig (HTWK) hat eine erste Evaluation stattgefunden. Mit den gesammelten Erfahrungswerten und dem detektierten Verbesserungspotenzial ist daraufhin ein Expertensystem mit auf Lerndaten basierenden Empfehlungsfunktionen realisiert worden. Die Arbeit zeigt das erfolgreiche Zusammenspiel verschiedener Komponenten innerhalb des Verbundprojekts. Gleichzeitig wird damit die Grundlage für weitere Entwicklungen innerhalb des E-Mentorings gelegt. Ergänzend dazu sind die Entwicklungspotenziale und die nächsten Schritte aufgezeigt, welche notwendig sind, um in Zukunft die Hochschullehre mittels selbstlernender künstlicher Intelligenz zu unterstützen.:1 Einleitung 2 Wissenschaftliche Grundlagen 2.1 Mentoring 2.1.1 Allgemein-pädagogische Perspektive 2.1.2 Inhaltliche Perspektive 2.1.3 Systemische Perspektive 2.1.4 E-Mentoring 2.2 Einordnung des Projekts 2.2.1 Verbundprojekt tech4comp 2.2.2 Bestehende Projekte 2.3 Chatbots 2.3.1 Historische Entwicklung 2.3.2 Chatbots in der Hochschullehre 2.4 Grundlagenmodellierung 2.4.1 Domänenmodellierung mittels einer Ontologie 2.4.2 Lernendenmodellierung 3 Technische Analyse der bestehenden Infrastruktur 3.1 Technische Gesamtinfrastruktur des Bildungsnetzwerks 3.2 Social Bot Framework 3.3 Rocket.Chat 3.4 Datenspeicher - Learning Record Store 3.5 Mentoring Workbench 3.6 KI-Infrastruktur 3.7 Lernmanagementsystem OPAL 3.8 ONYX-Aufgabeneditor 3.9 Authentifizierung 4 Umsetzung 4.1 Vorgehensweise 4.2 Aufbereitung der Lerninhalte 4.3 Erstellung der Ontologie 4.3.1 Überblick 4.3.2 Modellierung der Lernobjekte 4.4 Entwicklung des Chatbots und Durchführung der Studie 4.4.1 Entwicklung des Chatbots 4.4.2 Vorbereitungen im OPAL-Kurs 4.4.3 Datenschutzerklärung 4.4.4 Anleitung für die Studierenden 4.4.5 Auswertung der Studie 4.5 Entwicklung des dynamischen Expertensystems 4.5.1 Aufbereitung der Daten zur weiteren Nutzung 4.5.2 Entwicklung des KI-Service 5 Schlussbetrachtungen 5.1 Ausblick 5.1.1 Entwicklungen außerhalb der Chat-Interaktionen 5.1.2 Entwicklungen innerhalb der Chat-Interaktionen 5.1.3 Anpassungen der Aufgaben 5.2 Fazit Abbildungsverzeichnis Tabellenverzeichnis Quelltextverzeichnis Literaturverzeichnis Eidesstattliche Erklärung Anhang / This master thesis is about the creation and evaluation of an e-mentoring system based on a chatbot in higher education. In a first approach, a chatbot was used to support the students. The entire technical infrastructure and knowledge was shared as part of the tech4comp joint project. The primary objective is the recommendation of tasks for an increased learning experience. To get first feedback on the system, a study with students in a math class at the HTWK is conducted. Based on the results, an expert system got implemented and developed. In addition, the recommendation functions work with newly generated data from the students. This thesis shows the cooperation between different parts of the joint project. Moreover, it serves as a basis for further developments and studies in the field of e-mentoring. With the help of the implemented system, it is possible to gain insights into further potentials. The next iteration should include self-learning artificial intelligence to improve the bot’s suggestions.:1 Einleitung 2 Wissenschaftliche Grundlagen 2.1 Mentoring 2.1.1 Allgemein-pädagogische Perspektive 2.1.2 Inhaltliche Perspektive 2.1.3 Systemische Perspektive 2.1.4 E-Mentoring 2.2 Einordnung des Projekts 2.2.1 Verbundprojekt tech4comp 2.2.2 Bestehende Projekte 2.3 Chatbots 2.3.1 Historische Entwicklung 2.3.2 Chatbots in der Hochschullehre 2.4 Grundlagenmodellierung 2.4.1 Domänenmodellierung mittels einer Ontologie 2.4.2 Lernendenmodellierung 3 Technische Analyse der bestehenden Infrastruktur 3.1 Technische Gesamtinfrastruktur des Bildungsnetzwerks 3.2 Social Bot Framework 3.3 Rocket.Chat 3.4 Datenspeicher - Learning Record Store 3.5 Mentoring Workbench 3.6 KI-Infrastruktur 3.7 Lernmanagementsystem OPAL 3.8 ONYX-Aufgabeneditor 3.9 Authentifizierung 4 Umsetzung 4.1 Vorgehensweise 4.2 Aufbereitung der Lerninhalte 4.3 Erstellung der Ontologie 4.3.1 Überblick 4.3.2 Modellierung der Lernobjekte 4.4 Entwicklung des Chatbots und Durchführung der Studie 4.4.1 Entwicklung des Chatbots 4.4.2 Vorbereitungen im OPAL-Kurs 4.4.3 Datenschutzerklärung 4.4.4 Anleitung für die Studierenden 4.4.5 Auswertung der Studie 4.5 Entwicklung des dynamischen Expertensystems 4.5.1 Aufbereitung der Daten zur weiteren Nutzung 4.5.2 Entwicklung des KI-Service 5 Schlussbetrachtungen 5.1 Ausblick 5.1.1 Entwicklungen außerhalb der Chat-Interaktionen 5.1.2 Entwicklungen innerhalb der Chat-Interaktionen 5.1.3 Anpassungen der Aufgaben 5.2 Fazit Abbildungsverzeichnis Tabellenverzeichnis Quelltextverzeichnis Literaturverzeichnis Eidesstattliche Erklärung Anhang

There are over 13 million children and adolescents in poverty in the United States today. These children and adolescents are likely to remain poor throughout their life, and are less likely to be upwardly mobile than their middle-income peers. Although structural change is needed in order to redress economic immobility on a large scale, informal mentoring may be one small person-level intervention that can help promote mobility. Informal mentoring (positive relationships with caring non-parental adults), has already been associated with key building blocks to economic success, including educational attainment and early employment. This dissertation is the first study to examine if informal mentors can promote economic mobility for adolescents, asking (1) is informal mentorship associated with upward mobility? and (2) do some mentoring relationships promote upward mobility more than others? This study uses data from three waves of the National Longitudinal Study of Adolescent Health (AddHealth). Research Question 1 uses propensity score matching to isolate the effect of informal mentoring on economic mobility, both for low-income and middle-income youth as a comparison. Research Question 2 uses cluster analysis and a series of logistic regressions to determine (a) types of informal mentoring relationships and (b) whether some types better promote economic mobility for low-income youth. Findings from this dissertation demonstrate that some, but not all, informal mentors can promote economic upward for low-income youth. Simply having a mentor did not promote mobility for low-income youth. In order to be upwardly mobile, they needed to have a "capital" mentor, i.e., someone who comes from outside their immediate social circle and connects them to other important relationships and resources. These are in contrast with "core" mentors, long-standing, important relationships from within the family that provide emotional support. This dissertation shows that some mentors can, in fact, make a difference for low-income adolescents' economic outcomes in adulthood. Low-income youth, however, were less likely to have an informal mentor, and only 45% of those who were mentored had the type that could promote mobility. Findings from this dissertation suggest that those who are interested in promoting economic mobility for low-income youth should thus promote capital mentoring relationships. / 2021-06-04T00:00:00Z

4-H Youth and Families with Promise (4-H YFP) is a one to one youth mentoring program that aims to help youth obtain skills that will help them to be successful. The purpose of this research was to determine if any positive outcomes were shown of youth participating in 4-H YFP. Positive outcomes were identified as peer social competence, greater ability to make positive choices, the development of effective communication skills, building connections, and contributing to the community. Results show that these outcomes positively increased among youth participants in the 4-H YFP program- but the changes were too small to be of any significance. Results also show that the longer youth are enrolled in the program, the greater their peer social competence, ability to make positive choices, and effectively communicate.