Open Journal Systems

Evaluation of "How To Be A Good Mentoring Training” Effectiveness for Peer Mentor

Andhika Alexander Repi(1*)

(1) Faculty of Psychology Widya Mandala Catholic University of Surabaya
(*) Corresponding Author

PDF

doi: https://doi.org/10.24127/gdn.v10i1.2623



Abstract

"Kakak Pendamping, Support Class Program" is a term for peer mentor of Faculty Psychology WM University program. The mentor needs to be equipped with the knowledge, skills, and attitudes of becoming good mentors through training programs called "How To Be a Good Mentor" training. But, this program hasn’t evaluated whether the training is effective or not. If a training program is not assessed, it will cause several losses for both mentors and the organization. This study aims to identify the effectiveness of the training "How To Be a Good Mentor.” The method used is mix-method and involves all stakeholders in the UKWMS Psychology Faculty, namely staff, students, and Mentors. The results of the study found that "How To Be a Good Mentor" training has not been effective because it does not go through the ideal design stage of training. Without any needs analysis program, and the absence of a training evaluation program, as an action plan due to ineffectiveness of the training that has been held. A training module will be redesigned to develop a training module, "Creating a Full Heart Mentor." This training aims to improve the knowledge, skills, and attitudes of the Mentors. Evaluation of the "Creating a Full Heart Mentor" training is useful in evaluating the results of assessments showing the satisfaction of Mentor to the training process, and improving learning after obtaining training materials. The training on "Creating a Full Heart Mentor" produces needs analysis data used as a further development program for Mentors.

 

"Kakak Pendamping Support Class Program" adalah sebutan untuk peer mentor program Fakultas Psikologi WM University. Sebagai upaya untuk mengoptimalkan program ini, para mentor perlu dibekali dengan pengetahuan, keterampilan, dan sikap bagaimana menjadi mentor yang baik melalui program pelatihan yang dinamakan pelatihan “How To Be a Good Mentor”. Namun program ini belum dievaluasi apakah pelatihan tersebut efektif atau tidak. Jika program pelatihan tidak dievaluasi, maka akan menimbulkan sejumlah kerugian baik bagi mentor maupun organisasi. Penelitian ini bertujuan untuk mengetahui efektivitas pelatihan "How To Be a Good Mentor". Metode yang digunakan adalah mix-method dan melibatkan seluruh stakeholder di Fakultas Psikologi UKWMS yaitu staf, mahasiswa, dan Mentor. Hasil penelitian menemukan bahwa pelatihan "How To Be a Good Mentor" belum efektif karena tidak melalui tahap desain pelatihan yang ideal, tanpa adanya program analisis kebutuhan, dan tidak adanya program evaluasi pelatihan. Sebagai sebuah action plan akibat tidak efektifnya pelatihan yang telah dilaksanakan, maka modul pelatihan akan didesain ulang dan menghasilkan pengembangan modul pelatihan “Menciptakan Mentor Sepenuh Hati”. Pelatihan ini bertujuan untuk meningkatkan pengetahuan, keterampilan, dan sikap para Mentor. Evaluasi pelatihan “Menciptakan Mentor Sepenuh Hati” efektif ditinjau dari hasil evaluasi yang menunjukkan kepuasan pendamping terhadap proses pelatihan, dan peningkatan pembelajaran setelah mendapatkan materi pelatihan. Pelatihan “Membuat Mentor Sepenuh Hati” menghasilkan data analisis kebutuhan yang nantinya akan digunakan sebagai program pengembangan lebih lanjut bagi Mentor.


Keywords


peer mentoring; people development; training evaluation

Creative Commons License
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling is licensed under a Creative Commons Attribution 4.0 International License.


References


Agunloye, O.O. (2013). Impact on mentoring program on faculty performance in institutions of higher education: A developing country study. Management, Knowledge, and Learning International Conference 2013, 957-964. Downloaded from http://www.toknowpress.net/ISBN/978-961-6914-02-4/papers/ML13-343.pdf

AlYahya, M, S., Mat, N, B. (2013). Evaluation of effectiveness of training and development: The kirkpatrick model. Asian Journal of Business and Management Sciences. 2, 11, 14-24. Downloaded from http://www.ajbms.org/articlepdf/2ajbms20132112743.pdf

Anucha, U., Regehr, C. and Daciuk, J. (2001). Evaluation of the Volunteer Connections Programme, Toronto: Centre for Applied Social Research, University of Toronto

Bartle, E. (2015). Experiential learning: an overview. Discussion paper prepared for Professor Joanne Wright, Deputy Vice-Chancellor (Academic) The University of Queensland Australia. Downloaded from https://itali.uq.edu.au/filething/get/1860/Experiential_learning_overview_Final_16_Mar_15.pdf

Blanchard, P. N & Thacker, J. W. (2007). Effective training systems, strategies, and practises. New Jersey: Pearsin Prentice Hall

Bruce, M. & Bridgeland, J. (2014). The mentoring effect: Young people’s persepectives on the outcomes and availability of mentoring. Civic entrprises with Hart Research Associates for MENTOR: The National Partnership. Downloaded from http://www.mentoring.org/images/uploads/Report_TheMentoringEffect.pdf

Bonin, E. (2013). Effect of peer mentors on academic performance. InSight: Rivier Academic Journal. Vol. 9, 2. Downloaded from https://www.rivier.edu/journal/ROAJ-Fall-2013/J821-Bonin_DCLL.pdf

Ehrich, L. S., Hansford, B. & Tennent, L. (2004). Formal mentoring programmes in education and other professions: A review of the literature. Educational Administration Quarterly, 40, 518-540

Eseryel, D. (2002). Approaches to evaluation of training: Theory & practise. Educational Technology & Society, 5, 2, 93-98. Downloaded from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.194.6630&rep=rep1&type=pdf

Fountain, J & Newcomer, K, E. (2016). Developing and sustaining effective faculty mentoring programs. Journal of Public Affairs Education. 22, 4, 483-506. Downloaded from http://www.naspaa.org/JPAEMessenger/Article/vol22-4/05_Fountain%20Newcomer%2020160916.pdf

Garvey, B. & Alred, G. (2000). Educating mentors. Mentoring & Tutoring, 8, 113-126

Gopal. (2009). Effectiveness of executives training programs. The Indian Journal of Commerce, 61 (3), 86-90

Nagar, V. (2009). Measuring training effectiveness. The Indian Journal of

Commerce, 62 (4), 86-90

Hall, R. & Jaugietis, Z. (2011). Developing peer mentoring through evaluation. Innov High Educ, 36, 41-52. Downloaded from http://reforma.fen.uchile.cl/Papers/Developing%20Peer%20Mentoring%20through%20Evaluation%20-%20Hall,%20Jaugietis.pdf

Kirkpatrick, D, dan Kirkpatrick, J. (2008). Implementing The Four Levels: A Practical Guide for Effective of TrainingPrograms. San Fransisco. Berret-Koehler Publishers, Inc

Larose, S, dkk. (2012). Impact of a college student academic mentoring program on perceived parental and teacher educational involvement. Journal of Applied Social Pscyhology. Downloaded from http://www2.cegep-ste-foy.qc.ca/freesite/fileadmin/groups/213/_temp_/MIRES-Impactinvolvparteach.pdf

Leidenfrost, B., Strassnig, B., Schultz, M., Carbon C.C., & Schabman, A. (2014). The impact of peer mentoring on mentee academic performance: is any mentoring sytile better than no mentoring at all?. International Journal of Teaching and Learning in Higher Education. 26, 1, 102-111. Downloaded from http://files.eric.ed.gov/fulltext/EJ1043041.pdf

Jacobi, M. (1991). Mentoring and the undergraduate academic success: A literature review. Review of Educational Research, 61, 4, 505-532

Johnson, W. B. (2002). The intentional mentor: Strategies and guidelines for the practice of mentoring. Professional Psychology: Research and Practice, 33, 88-96

Kee, J. E., & Newcomer, K. E. (2008). Transforming public and nonprofit organizations: Stewardship for leading change Vienna, VA: Management Concepts.

McEvoy, G. M., & Buller, P. F. (1990). Five uneasy pieces in the training evaluation puzzle. Training and Development Journal, 44, 8, 39-42.

Mee, L. L. & Bush, T. (2003). Student mentoring in higher education: Hong Kong Baptist University. Mentoring & Tutoring, 11, 263-271

Million, S. K. (1988). Training mentors and protégés: The key to successful mentoring programmes. Paper presented at the Annual Conference of the National Council of States on Inservice Education, New Orleans, LA.

Noe, A. (2010). Employee training and development. Singapore: McGraw Hill Companies, Inc

Pagan, R. & Edwards-Wilson, R. (2002). A mentoring programme for remedial students. Journal of College Student Retention, 4, 207-226

Rehmat, W., Alatio, I., Agha, M., Khan, H, R. (2015). Is training effective? Evaluating training effectiveness in call centers. Electronic journal of business ethics and organization studies. 2, 1, 4-13. Downloaded from http://ejbo.jyu.fi/pdf/ejbo_vol20_no1_pages_4-13.pdf

Rodger, S. & Tremblay, P. (2003). The effects of a peer mentoring program on academic success among first year university students. The Canadian Journal of Higher Education, 33, 3, 1-18

Salas, Eduardo, and Bowers, J, A, C. (2001). The science of training: A decade of progress. Annual review of psychology 52, 1, 471-499

Sevilla, Consuelo G. et. al (2007). Research Methods. Rex Printing Company. Quezon City

Snowden, M & Hardy, T. (2012). Peer mentorship and positive effects on student mentor and mentee retention and academic success. Widening Participation and Lifelong Learning. 14, 76-92. Downloaded from http://info.wartburg.edu/Portals/0/Pathways/Mentoring/Peer%20Mentorship%20and%20Positive%20Effects%20on%20Retention%20and%20Academic%20Success.pdf

Sugiyono. (2005). Metode penelitian adminstrasi. Bandung: CV. Alfabeta

Tahir, N, Yousafzai, I. K., Jan, S., Hashim, M. (2014).The impact of training and development on employees performance and productivity: A case study of united bank limited peshawar city, KPK, Pakistan. International Journal of Academic Research in Business and Social Sciences. 4, 86-98.

Tierney, J. P. & Branch, A. Y. (1992) College Students as Mentors for At-risk Youth: A Study of Six Campus Partners in Learning Programmes, Philadelphia, PA: Public/Private Ventures

Tindall, J. A. (1995) Peer Programmes: An In-Depth Look at Peer Helping – Planning, Implementation, and Administration, Bristol, PA: Accelerated Development

Terrion, J. & Philion, R. (2008). The electronic journal as reflection-on-action: a qualitative analysis of communication and learning in a peer-mentoring program. Studies in Higher Education, 33, 5, 583- 597

Terrion, J.L., Phillion., R., & Leonard., D. (2007). An evaluation of a university peer-mentoring training programme. International Journal of Evidence Based Coaching and Mentoring. 5, 1, 42-57. Downloaded from http://ijebcm.brookes.ac.uk/documents/vol05issue1-paper-01.pdf

Tinto, V. (1998). Colleges as communities: Taking research on student persistence seriously. The Review of Higher Education, 21, 167-177

Topno, H. (2012). Evaluation of training and development: An analysis of various models. Journal of Business and Management, 5 (2), 16-22

Usmara, A. (2003). Praktis manajemen SDM: Unggul melalui orientasi dan pelatihan karyawan. Yogyakarta: Santusta

Whitney, S., Hendricker, E., & Offutt, C. (2011). Moderating factors of natural mentoring relationships, problem behaviors, and emotional well-being. Mentoring & Tutoring: Partnership in Learning, 19, 1, 83-105


Andhika Alexander Repi
Faculty of Psychology Widya Mandala Catholic University of Surabaya Faculty of Psychology Widya Mandala Catholic University of Surabaya


10.24127/gdn.v10i1.2623

26 Views, 0 Download Vol 10, No 1 (2020) Section: ARTICLES Submitted: 2020-01-16 Published: 2020-06-30