Work-Based Mentor Training for Pennsylvania's School-to-Work System. Final Report.

Autor/inn/en	Walker, Thomas J.; und weitere
Institution	Indiana Univ. of Pennsylvania. Center for Vocational Personnel Preparation.; Temple Univ., Philadelphia, PA. Center for Vocational Education Professional Personnel Development.; Pennsylvania State Univ., University Park. Center for Vocational Education Professional Personnel Development.
Titel	Work-Based Mentor Training for Pennsylvania's School-to-Work System. Final Report.
Quelle	(1995), (89 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Cooperative Programs; Course Content; Course Descriptions; Curriculum Development; Education Work Relationship; Educational Needs; Institutional Cooperation; Mentors; On the Job Training; School Business Relationship; Secondary Education; State Programs; Pennsylvania + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Kursprogramm; Kursstrukturplan; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational need; Bildungsbedarf; Institute; Co-operation; Cooperation; Institut; Kooperation; Training-on-the-Job; Sekundarbereich; Regierungsprogramm
Abstract	Three Pennsylvania universities focused on defining the functional role and identifying the training needs of work-based mentors for Pennsylvania's system of school-to-work transition, in order to design a training protocol. Interviews were conducted with 81 experienced employees concerning their view of the mentoring role and the activities that experienced mentors perceive to be important for proteges to succeed at work. The mentoring expectations of the experienced workers included the provision of the following: (1) technical instruction; (2) broad-based occupational instruction; (3) knowledge of the work-based environment; (4) a training plan that outlines a framework for personal growth; (5) feedback through authentic assessment and conferences; (6) instruction about the organization's policies; (7) information pertaining to the organization's culture; (8) instruction in work-related competencies; (9) information and guidance on career advancement; (10) opportunities for critical reflection; and (11) mentoring through a framework. The verified elements were organized into three content categories aligned with the original definition for mentoring, and content outlines were developed. The initiative is considered to be a working example of the cooperative relationships that the state hopes to establish between educational agencies as it develops and implements its school-to-work system. (Four appendixes are included: a project implementation timeline, the project instrument and rating scale, a summary of interview results, and the content outlines. Contains 23 references.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC