dc.contributor.advisor | Visser, Michelle | en_ZA |
dc.contributor.author | Botes, E'Louise | en_ZA |
dc.contributor.other | Stellenbosch University. Economic and Management Sciences. Dept. of Industrial Psychology | en_ZA |
dc.date.accessioned | 2016-03-09T14:42:08Z | |
dc.date.available | 2016-03-09T14:42:08Z | |
dc.date.issued | 2016-03 | |
dc.identifier.uri | http://hdl.handle.net/10019.1/98629 | |
dc.description | Thesis (MCom)--Stellenbosch University, 2016 | en_ZA |
dc.description | ENGLISH ABSTRACT : South Africa’s unique political history created a lasting legacy of unequal distribution in
opportunities and skills across the youth of the country. Problems regarding such inequality
are addressed through affirmative development, in an attempt to address the social problems.
One such development scheme is the youth mentoring programme Rachel’s Angels, a
mentorship initiative that seeks to prepare adolescents for tertiary education by pairing each
adolescent mentee with a senior student from the University of Stellenbosch in a mentorship
relationship. The programme is a combined effort between the University of Stellenbosch,
Naspers and Media24, and has reported successful mentor-mentee relationships and
outcomes since its inception in 2006. However, formal research has not been conducted on
the youth mentoring programme and as such there is no clear understanding of what
differentiates a successful mentor at Rachel’s Angels.
This study aims to conduct an in-depth analysis in what exactly differentiates a successful
mentor from the less successful by focusing on mentor competencies needed within the
framework of Rachel’s Angels. Through an extensive literature study six mentor
competencies were identified, namely: Leading and Deciding; Supporting; Initiating,
Communicating and Interacting; Adapting and Coping; Empathy and Sensitivity; Role-
Modelling. In a further attempt to understand the mentor-mentee relationship, the mentor
competencies are linked with the mentee competency potentials which will give an insight
into how mentor competencies influences mentee behaviours. Thus, these mentor
competencies and mentee competency potentials were interlinked in order to form a
theoretical Mentor Competency Model. In order to empirically test the competency model a
measure of the mentor competencies would need to be developed and validated, namely the
Mentor Competency Questionnaire. Such a competency questionnaire will further the ideals
of affirmative development within Rachel’s Angels, as a ‘blueprint’ of the ideal mentor and
may be used for the selection, recruitment, performance evaluation of mentors, and
development of programmes within Rachel’s Angels, which may increase the impact and
success of the mentorships themselves.
This study is therefore develops and empirically evaluates the psychometric properties of the
Mentor Competency Questionnaire by examining and analysing the measurement model
implied by the design of the MCQ through the indices offered by LISREL 8.8. The
hypotheses of exact fit had to be rejected in favour of the close fit hypothesis (H02: p < .05). The position that the MCQ measurement model fits the data closely in the parameter was
found to be a tenable position. The fit indices reflected good or reasonable model fit in the
sample. The measurement model parameter estimates indicated that the indicator variables
represented the latent mentor competencies satisfactorily. Discriminant validity was found to
be severely problematic and the six mentor competencies as measured by the MCQ can
therefore not be stated to be qualitatively distinct.
This study represents the maiden research conducted of youth mentoring placed in the realm
of competency research and as such delivers a valuable contribution to the future of youth
mentor competency research. | en_ZA |
dc.description | AFRIKAANSE OPSOMMING : Suid-Afrika se unieke politieke geskiedenis het ’n blywende nalatenskap in die jeug van die
land gelos in terme van ongelyke verspreiding van geleenthede en vaardighede. Hierdie
probleme van ongelykheid word aangespreek deur regstellende ontwikkeling, wat poog om
die sosiale probleme op sigself aan te spreek en nie net die simptome van die sosiale
ongelykhede te behandel nie. ’n Voorbeeld van so ’n ontwikkelingskema is die
jeugmentorskap-program Rachel’s Angels – ’n mentorskap-inisiatief wat mik om adolessente
voor te berei vir tersiêre onderwys deur hulle saam met senior studente van Stellenbosch
Universiteit in ’n mentorskapsverhouding te plaas. Die program is ontwikkel as ’n
gesamentlike poging van Stellenbosch Universiteit, Media24 en Naspers, en bewerkstellig
sedert die program se ontstaan in 2006 suksesvolle mentor-mentee verhoudings en uitkomste.
Daar het egter nog geen formele navorsing plaasgevind wat ’n suksesvolle mentor in die
Rachel’s Angels mentorskapsprogram definieer nie.
Die doel van hierdie studie is om die bevoegdhede wat ’n suksesvolle mentor van ’n minder
suksesvolle mentor onderskei te bepaal deur middel van ’n in-diepte analise binne die
raamwerk van Rachel’s Angels. In ’n uitgebreide literatuurstudie is ses mentorbevoegdhede
geïdentifiseer, naamlik: Leierskap en Besluitneming; Ondersteuning; Inisiëring,
Kommunikasie en Interaksie; Aanpassing en Hantering; Empatie en Sensitiwiteit; en Rol-
Modellering. In ’n verdere poging om die mentor-mentee verhouding te verstaan, is die
mentorbevoegdhede gekoppel aan die mentee-bevoegdheidspotensiale om sodoende verdere
insig rakende presies hoe mentor-bevoegdhede die mentee se gedrag beïnvloed te verky.
Hierdie mentorbevoegdhede en mentee-bevoegdheidspotensiale word dus verbind in ’n
Mentor-Bevoegdheidsmodel. Die empiriese toetsing van hierdie bevoegdheidsmodel was dus
om ’n meetinstrument van mentorvaardighede te ontwikkel in die vorm van ‘n Mentor-
Bevoegdheidsvraelys. So ’n bevoegdheidsvraelys sal dus die ideale van regstellende
ontwikkeling binne die raamwerk van Rachel’s Angels bevorder, deurdat die meetinstrument
gebruik kan word vir die keuring, werwing en prestasie-evaluering van Rachel’s Angels
mentors. Die bevoegdheidsvraelys kan die impak en sukses van die jeugmentorskapsprogram
op sigself verhoog en verbeter.
Die studie is gemik op die ontwikkeling en evaluering van die psigometriese eienskappe van
die Mentor-Bevoegdheidsvraelys. Dié ontwikkeling en evaluering behels die ontleding van
die metingsmodel wat geïmpliseer word deur die onderliggende ontwerp van die Mentor-
Bevoegdheidsmodel deur die statistiese indekse soos aangebied deur LISREL 8.8 te analiseer. Die hipoteses van presiese passing is verwerp ten gunste van die hipotese vir naby
passing (H02: p < .05).
Die houdbare posisie dat die Mentor-Bevoegdheidsmetingsmodel die data naby pas in die
parameter is gevind. Die pasindekse van die model weerspiëel goeie of redelike pas in die
steekproef, afhangend van die strengheid van die spesifieke pasindeks. Volgens die
metingsmodel-parameter-ramings verteenwoordig die aanwyserveranderlikes die latente
mentorbevoegdhede op ’n bevredigende wyse. Die diskriminante geldigheid is egter as
problematies bestempel aangesien die ses mentorbevoegdhede nie kwantitatief van mekaar
onderskei kan word nie.
Hierdie studie verteenwoordig die nooiensvaart van jeugmentorskapsnavorsing waar die twee
velde van jeugmentorskap en bevoegdheidstudies bymekaargebring word. Sodanig is ’n
waardevolle bydra gelewer vir die toekoms van jeugmentorskapbevoegdheidsnavorsing en
jeugmentorskapsnavorsing op sigself. | af_ZA |
dc.format.extent | xiv, 197 pages : illustrations | en_ZA |
dc.language.iso | en_ZA | en_ZA |
dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
dc.subject | Mentors | en_ZA |
dc.subject | UCTD | en_ZA |
dc.subject | Mentorship competencies | en_ZA |
dc.subject | Mentorship Competencies Model (MCM) | en_ZA |
dc.subject | Mentorship Competencies Questionnaire (MCQ) | en_ZA |
dc.subject | Mentorship programme | en_ZA |
dc.subject | Rachel's Angels Mentorship Programme | en_ZA |
dc.title | The development of a mentor competency questionnaire for a Rachel’s Angels youth mentor | en_ZA |
dc.type | Thesis | en_ZA |
dc.rights.holder | Stellenbosch University | en_ZA |