Moving from Margin to Mainstream: A study on the...

APPENDICES

Appendix –I

CHECKLIST FOR PILOT STUDY

Institutional Details

1. Name of the institute :

2. Year of establishment :

3. Permanent Teaching Staff :

4. Students Strength :

To explore Mentoring as a part of pedagogy

1. Are you aware of mentoring

Yes No

Do you, have a mentoring program in your institute Yes No

If yes, since how many years are you implementing this program

a. 3 years – 4 years

b. 4 years – 5 years

c. > 5 years

2. What type of mentoring program do you practice?

a. Formal: Formally prescribed and recognized as a definite

component in the pedagogical structural ad administrative

stipulation

b. Informal: On a personal level, though the institute does not

formally describe.

Checklist for Pilot Study

3. What is the primary goal of the mentoring program.

Career function : Sponsorship, Exposure, Visibility, Coaching,

Protection and challenging assignment.

Psychosocial function : Role modeling friendship, counseling,

acceptance, and confirmation.

4. Do you have system to evaluate the teacher as a mentor

Yes No

If yes say how

5. Do you have system to evaluate the student as a protégé.

Yes No

If yes say how

6. Is the outcome of the program worth the time and resource invested.

Yes No

If yes say how

Alleman’s Mentoring Activities Questionnaire ( AMAQ)

Appendix- II.B

Appendix II.B

Principles of adult mentoring ( Mentor: Version)

Appendix - II.C

Appendix -II.C

Stanford Scale of Transition from Adolescence to Adulthood

Appendix - III

EFFECTIVENESS OF MENTORING INITIATIVE

FOR STUDENTS IN B-SCHOOLS

TEST BOOKLET

FOR STUDENT PROTEGE

“WISDOM IS SUPREME, THEREFORE MAKE A FULL EFFORT TO GET WISDOM; ESTEEM HER AND SHE WILL EXALT YOU; EMBRACE HER AND SHE WILL

HONOUR YOU.”

PROVERBS 4:7-8

Appendix - III.A

Appendix – III-A

Appendix - III.A

Principles of adult mentoring ( Protégé: Version)

Appendix –III.B

Appendix – III.B

Conceptual Focus and Methodology

Appendix – IV

CONCEPTUAL FOCUS AND METHODOLOGY

The Table below depicts the list of management institutes, their year of establishment and if mentoring was implemented as a part of their pedagogy

List of colleges included in the study

S.No. Name of the College Year of establishment

Mentoring as part of Pedagogy

National Level Institute 1 Indian Institute of Management, Kozhikode 1996 No

University Departments in Kerala 1 School of Management Studies, Cochin

University of Science and Technology, Cochin

1964 No

2 Department of Commerce and Management Studies, Calicut University, Calicut 1982 No

3 Institute of Management in Kerala, Trivandrum 1991 Yes

4 Department of Management Studies, Kannur University, Kannur 2000 Yes

Management Institutes in Engineering / Arts and Science Colleges 1 Allama Iqbal Institute of Management,

Peringamala 2003 No

2 Department of Business Administrative College of Engineering, Trivandrum 2000 Yes

3 Institute of Technology, Mayil 2002 No 4 Mar Athanasios College for Advanced

Studies, Thiruvalla 2001 Yes

5 College of Business and Information Technology, MES, Marampally 2002 No

Appendix -IV

6 Department of Management Science, MES,

Kuttipuram 2003 No

7 Member, Sree Narayana Pillai Institute of Management and Technology, Chavara 2003 No

8 Rajagiri Institute of Management, Kakkanad 1994 Yes

9 St. Berchmans Institute of Management Studies, SB College, Changanacherry 1995 Yes

10 Sree Narayana Gurukulam College of Engineering, Kadairupu 2003 Yes

11 Department of Business Administration, Sree Narayana Guru Institute of Science and Technology, North Parur

2003 No

Stand alone Institutes

1 Thangal Kunju Musaliar Institute of Management, Quilon 1995 No

2 DC School of Management and Technology, Vagamon. 2002 Yes

3 School of Communication and Management Studies, Kochi. 1992 Yes

Conceptual Focus and Methodology

Sample of Students

Year Total

I year II year S.No. Name of the institution

No. Per

cent

No. Per

cent

No.

Per c

ent

1 Allama Iqbal Institute of Management, Peringamala 12 3.7 12 3.8 24 3.7

2 Department of Business Administration College of Engineering, Trivandum

8 2.4 8 2.5 16 2.5

3 Department of Commerce and Management Studies, Calicut University, Calicut

8 2.4 8 2.5 16 2.5

4 School of Management Studies, Cochin University of Science and Technology, Cochin

11 3.4 11 3.5 22 3.4

5 DC School of Management and Technology, Vagamon. 24 7.3 26 8.2 50 7.8

6 Indian Institute of Management, Kozhikode 39 11.9 36 11.3 75 11.6

7 Institute of Management in Kerala, Trivandrum 8 2.4 8 2.5 16 2.5

8 Institute of Technology, Mayil 12 3.7 13 4.1 25 3.9

9 Department of Management Studies, Kannur University, Kannur 8 2.4 8 2.5 16 2.5

10 Mar Athanasios College for Advanced Studies, Thiruvalla 12 3.7 12 3.8 24 3.7

11 College of Business and Information Technology, MES, Marampally 12 3.7 12 3.8 24 3.7

Appendix -IV

12 Department of Management Science, MES, Kuttipuram 12 3.7 12 3.8 24 3.7

13 Member, Sree Narayana Pillai Institute of Management and Technology, Chavara

12 3.7 12 3.8 24 3.7

14 Rajagiri Institute of Management, Kakkanad 24 7.3 25 7.9 49 7.6

15 St. Berchmans Institute of Management Studies, SB College, Changanacherry

12 3.7 12 3.8 24 3.7

16 School of Communication and Management Studies, Kochi. 59 18.0 61 19.2 120 18.6

17 Sree Narayana Gurukulam College of Engineering, Kadairupu 12 3.7 12 3.8 24 3.7

18 Department of Business Administration, Sree Narayana Guru Institute of Science and Technology, North Parur

24 7.3 12 3.8 36 5.6

19 Thangal Kunju Musaliar Institute of Management, Quilon 18 5.5 18 5.7 36 5.6

TOTAL 327 100.0 318 100.0 645 100.0

Validation of the Conceptual model for Mentoring in B-School

Appendix – V Validation of the Conceptual Model for Mentoring in

B- School

Appendix -V

1. Personality profile and age group of teachers

One–way ANOVA was applied to test whether the mean scores of

personality facets vary significantly across the age group of teachers is shown

in Table 4.20.

Comparison of personality profile of teachers across their age

Personality Profile

Neuroticism Extraversion Openness Agreeableness Conscientiousness

Sl. No

Age Group

Mean SD Mean SD Mean SD Mean SD Mean SD

1 (N=36) Upto 30 years

31.69 6.31 42.78 5.55 38.53 5.02 40.69 4.41 43.83 6.28

2 (N=57) 31-40 years

31.51 7.29 40.37 6.22 37.84 6.23 39.86 4.92 44.96 6.71

3 (N=24) 41-50 years

29.08 8.20 42.33 6.52 38.21 4.05 44.17 5.63 46.29 6.61

4 (N=24) Above 50 years

27.58 4.53 41.21 5.80 37.42 4.48 43.54 3.55 48.96 5.21

‘F’ Value 2.585 1.374 .242 6.686 3.447

Table ‘F’ (0.05) 2.671 2.671 2.671 3.928 2.671

P Value .056 .253 .867 .000 .019

Level of Significance

NS NS NS ** *

* Denotes significance at 5% level ** Denotes significance at 1% level NS=Not significant

The results indicated that the mean score of agreeableness (F = 6.686 ; p =

0.000) and conscientiousness (F = 3.447 ; p = 0.019) vary significantly across the

age group of teachers. The mean score of extraversion (F = 1.374 ; p > 0.05),


does not differ significantly across the age group of teachers ; same is the case

with openness (F = .242 ; p > 0.05) and neuroticism (F = 2.585 ; p > 0.05).

Post hoc tests-LSD for agreeableness

Post hoc tests-LSD (Least Significant Difference) was conducted

because the ANOVA result showed significant difference between different

age group of teachers. The mean difference along with the significant level

was tested at 5 per cent level as given in the Table 4.21.

Post-hoc test- LSD for Agreeableness

(I) Age (J) Age Mean Difference (I-J) Std. Error P Value

31-40 years .8348 1.0048 .408

41-50 years -3.4722* 1.2438 .006 Upto 30

years Above 50 years -2.8472* 1.2438 .024

Upto 30 years -.8348 1.0048 .408

41-50 years -4.3070* 1.1485 .000 31-40 years

Above 50 years -3.6820* 1.1485 .002

Upto 30 years 3.4722* 1.2438 .006

31-40 years 4.3070* 1.1485 .000 41-50 years

Above 50 years .6250 1.3625 .647

Upto 30 years 2.8472* 1.2438 .024

31-40 years 3.6820* 1.1485 .002 Above 50

years 41-50 years -.6250 1.3625 .647

It can be observed from the above table that the mean values of teachers

upto 30 years of age differ significantly from that of the mean values of

teachers between 41-50 years and above 50 years. The difference between the

Appendix -V

mean values of teachers upto 30 years and between 31-40 years is not

significant. The mean value of teachers between 31-40 years age group differ

significantly from the mean value of those above 50 years and between 41-50

years. The mean value of teachers above 50 years do not differ significantly

with mean value of teachers between 41-50 years.

Post-hoc tests-LSD for conscientiousness

Following significant results in the scores of conscientiousness. The

post-hoc test – LSD was conducted an tested at 5 per cent level of significance

and depicted in the Table 4.22.

Post-hoc test- LSD for conscientiousness

(I) Age (J) Age Mean Difference (I-J) Std. Error

31-40 years -1.1316 1.3527

41-50 years -2.4583 1.6744 Upto 30 years

Above 50 years -5.1250* 1.6744

Upto 30 years 1.1316 1.3527

41-50 years -1.3268 1.5461 31-40 years

Above 50 years -3.9934* 1.5461

Upto 30 years 2.4583 1.6744

31-40 years 1.3268 1.5461 41-50 years

Above 50 years -2.6667 1.8342

Up to 30 years 5.1250* 1.6744

31-40 years 3.9334* 1.5461 Above 50 years

41-50 years 2.664 1.8342

It can be observed from the above table that the mean values of teachers

upto 30 years of age differs significantly with the mean value of teachers above


50 years age group and does not differ significantly with the mean value of

teachers between 31-40 years and 41-50 years, the mean value of teachers

between 31-40 years age group differ significantly from the mean value, of those

above 50 years, the mean value of teachers above 50 years differ significantly

with the mean value of teachers upto 30 years and between 31-40 years.

The data reveals that the average score of personality facet, agreeableness

differs significantly with the age group of teachers. The teachers in the age group

of 41 to 50 years are found to be high on agreeableness followed by teachers

above 50 years. The respondents between 31 to 40 years are the least agreeable.

Rammsted (2007) identified an increase in agreeableness and

conscientiousness scores with age .He also observed that extraversion decreases

across the life span of the individual. Similarly the present study reveals that

agreeableness and conscientiousness vary significantly across the age group of

teachers. The teachers in the age group of 41 to 50 years were found to be high on

agreeableness followed by those above 50 years, and those upto 30 years. It was

found that teachers between 31 to 40 years were the least agreeable. It was also

inferred that the teachers in the age group of above 50 years were found to be high

on conscientiousness followed by those between 41 to 50 years and those between

31 to 40 years. It was found that teachers upto 30 years of age were the least in

conscientiousness. Previous research clearly suggests an increase in

agreeableness and conscientiousness with age (Goldberg et al., 1998 ; McCrae et

al., 1999 and Caspi et al., 2005). According to Costa and McCrae (1992) it is

observed that older individuals tend to be slightly lower in neuroticism,

extraversion and openness and slightly higher on agreeableness and

conscientiousness. The present study replicates the findings of Costa and McCrae

(1992) Though not statistically significant at P < .05, there is decrease in

neuroticism, extraversion and openness. There is significant difference in the

Appendix -V

mean scores of agreeableness and conscientiousness across the age group of

teachers. The study also reveals that teachers upto 30 years of age are high on

conscientiousness (43.83) followed by extraversion (42.78) and agreeableness

(40.69), similarly teachers between 31-40 years of age were high on

conscientiousness (44.96) followed by extraversion (40.37) and agreeableness

(39.86). While teachers between 41-50 years were high conscientiousness (46.29)

followed by agreeableness (44.17) an extraversion (42.33), similarly teachers

above 50 years were high on conscientiousness (48.96), followed by

agreeableness (43.54) and extraversion (41.21).

Personality profile of teachers and their teaching experience

One –way ANOVA was applied to test whether the mean scores of

personality facets vary significantly with the teaching experience of teachers

are presented in the Table 4.30.

Comparison of personality profile of teachers and their teaching experience

Personality Profile

Neuroticism Extraversion Openness Agreeableness Conscientious-ness

Sl. No

Teaching Experience

Mean SD Mean SD Mean SD Mean SD Mean SD 1 (N=64)

Upto 5 years 31.97 6.02 41.20 6.29 38.39 5.02 40.72 4.58 43.91 5.64

2 (N=31) 5-10 years

31.10 7.73 41.13 6.17 36.61 6.87 39.71 4.63 44.61 8.31

3 (N=22) 10-15 years

26.82 6.18 43.41 3.81 37.68 4.70 43.59 6.01 49.41 5.46

4 (N=24) Above 15 years

29.04 7.60 40.79 6.92 39.08 3.88 43.58 4.38 47.79 5.09

‘F’ Value 3.640 .923 1.195 4.886 5.585 Table ‘F’ (0.05) 2.671 2.671 2.671 3.928 3.928 P Value 0.014 0.431 0.341 .008 .003 Level of Significance * NS NS ** **

* Denotes significance at 5% level ** Denotes significance at 1% level NS=Not significant.


The results indicated that the mean score of agreeableness (F = 4.886 ; p

= 0.01), conscientiousness (F = 5.585 ; p = .003), and neuroticism (F = 3.640 ;

p = 0.014) differ significantly with their teaching experience. But the other

personality facets like extraversion (F = .923 ; p > 0.05) and openness (F =

1.195 ; p > 0.05) do not vary significantly with the teaching experience.

Post hoc –LSD tests for neuroticism

Following significant results in the neuroticism scores, the post hoc test-

LSD was conducted and tested at 5 per cent level of significance, and the

results are depicted in the Table 4.31.

Post-hoc test for Neuroticism

(I) Teaching Experience

(J) Teaching Experience

Mean Difference (I-J)

Std Error P

Value

5-10 years .8720 1.4781 .556

10-15 years 5.1506* 1.6694 .002 Upto 5 years

Above 15 years 2.9271 1.6168 .072

Upto 5 years -.8720 1.4781 .556

10-15 years 4.2786* 1.8830 .025 5-10 years

Above 15 years 2.0551 1.8366 .265

Upto 5 years -5.1506* 1.6694 .002

5-10 years -4.2786* 1.8830 .025 10-15 years

Above 15 years -2.2235 1.9938 .267

Upto 5 years -2.9271 1.6168 .072

5-10 years -2.0551 1.8366 .265 Above 15 years

10-15 years 2.2235 1.9938 .267

Appendix -V

The mean score of teachers upto 5 years experience vary significantly

with the mean score of teachers with 10-15 years (5.1506*) and does not

differ significantly with the mean score of teachers with 5-10 years and above

15 years experience. The mean score of teachers with 5-10 years experience

differs with the mean score of teachers with above 10-15 years experience and

did not differ with the mean score of teachers with more than 15 years. The

mean score of teachers with 10-15 years experience does not differ with the

mean score of teachers with more than 15 years experience.

Post hoc tests for Agreeableness

The post hoc tests-LSD was conducted and tested at 5 per cent level and

following significant results in the agreeableness scores are presented in the

Table 4.32.

Post-hoc test- LSD for Agreeableness

(I) Teaching Experience

(J) Teaching Experience Mean Difference (I-J) Std. Error P Value

5-10 years 1.0091 1.0510 .339

10-15 years -2.8722* 1.1870 .017 Upto 5 years

Above 15 years -2.8646* 1.1496 .014

Upto 5 years -1.0091 1.0510 .339

10-15 years -3.8812* 1.3389 .004 5-10 years

Above 15 years -3.8737* 1.3059 .004

Upto 5 years 2.8722* 1.1870 .017

5-10 years 3.8812* 1.3389 .004 10-15 years

Above 15 years .0076 1.4177 .996

Upto 5 years 2.8646* 1.1496 .014

5-10 years 3.8737* 1.3059 .004 Above 15 years

10-15 years -.0076 1.4177 .996


The mean score of teachers experiences upto 5 years differ significantly

with the mean score of teachers with 10-15 years experience and teachers with

more than 15 years experience. The mean score of teachers with 5-10 years

experience differs with the mean score of teachers with 10-15 years and with

the mean score of teachers with more than 15 years. The mean score of

teachers with 10-15 years experience differs with the mean score of teachers

with upto 5 years and 5-10 years experience.

Post hoc-LSD tests for conscientiousness

The Post hoc tests-LSD was conducted and tested at 5 per cent level of

significance, following significant results in the conscientiousness scores and

the analysis is depicted in the Table 4.33.

Post-hoc test- LSD for Conscientiousness

(I) Teaching Experience (J) Teaching Experience

Mean Difference (I-J) Std. Error

P Value

5-10 years -.7067 1.3610 .604

10-15 years -5.5028* 1.5372 .000 Upto 5 years

Above 15 years -3.8854* 1.4888 .010

Upto 5 years .7067 1.3610 .604

10-15 years -4.7962* 1.7339 .006 5-10 years

Above 15 years -3.1788 1.6911 .062

Upto 5 years 5.5028* 1.5372 .000

5-10 years 4.7962* 1.7339 .006 10-15 years

Above 15 years 1.6174 1.8359 .380

Upto 5 years 3.8854* 1.4888 .010

5-10 years 3.1788 1.6911 .062 Above 15 years

10-15 years -1.6174 1.8359 .380

Appendix -V

The mean score of teachers with upto 5 years experience differ

significantly with the mean score of teachers with 10-15 years and above 15

years. The mean score of teachers with 5-10 years experience differs with the

mean score of teachers with 10-15 years and not with the mean score of

teachers more than 15 years. The mean score of teachers with 10-15 years

experience differs with the mean score of teachers with upto 5 years and 5-10

years experience.

This clearly depicts that the average score of agreeableness and

conscientiousness varies significantly with teaching experience at P < .01. The

average score of agreeableness and conscientiousness is found to be the highest

among teachers with 10-15 years experience. It also revealed that the average

score of neuroticism is found to be highest among teachers with up to 5 years

experience and the least among teachers with 10-15 years experience. The study

also reveals that the teachers with upto 5 years were high on conscientiousness

(43.91), followed by extraversion (41.20) and agreeableness (40.72). Similarly

the teachers with 5-10 years experience were also high on conscientiousness

(44.61), followed by extraversion (41.13) and agreeableness (39.71). Teachers

with 10-15 years experience were high on conscientiousness (49.41), followed by

agreeableness (43.59) and extraversion (43.41). Similarly the teachers with above

15 years experience were also high on conscientiousness (47.79), followed by

agreeableness (43.58) and extraversion (40.79).

******** *******

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