TRI–ASSESSMENT ANALYSIS: AN INNOVATIVE MODEL FOR INQUIRY AND CONFIRMATORY DATA ANALYSIS VIA THE NOVEL TRI–MENTORING MODEL DESIGNED TO MEASURE MENTORING EFFICACY
- NCCU Author/Contributor (non-NCCU co-authors, if there are any, appear on document)
- James Osler, Professor (Creator)
- Institution
- North Carolina Central University (NCCU )
- Web Site: www.nccu.edu/academics/library/
Abstract: The aim of this paper is to provide a faculty model for positive mentoring was first explored at an African AmericanHistorically Black College and University [or “HBCU”]. The purpose of this paper is to present the mentoring model and ananalogous trichotomous data analysis methodology referred to as “Tri–Assessment” that is used to determine the validityof the mentoring experience. The research methodology of the mentoring model measures positive mentoringoutcomes and is applicable for measuring mentoring as a whole. The model has its foundations in trichotomy drawingupon the research work of the author who has established the field of “Triostatistics” (Osler, 2014), trichotomous researchdesign (Osler, 2012), and the arena of trichotomous psychometric measurement (Osler, 2013a). This paper is organizedinto various sections that highlight mentoring history, mentoring at an HBCU, and mentoring measurement through thepresented model. The example presented of the “Tri–Mentoring Model” presented has the following results: 1.)Identification of positive mentoring traits and characteristics; 2.) An in-depth and accurate way of measuring theoutcomes of any mentoring process (as authentically delivered by the participant experiencing the actual mentoring);and lastly 3.) The categorization of positive mentoring outcomes by using the example of faculty mentoring that tookplace at a HBCU. The author further recommends that both the “Tri–Mentoring Model” and the “Tri–Assessment” researchmethodology have the unlimited potential to open new arenas of inquiry and data analysis in the diverse field ofmentoring and beyond.
Additional Information
- Publication
- i-manager’s Journal on Educational Psychology, Vol. 11, No. 1
- Language: English
- Date: 2017