Tri–Assessment Analysis: An Innovative Model for Inquiry and Confirmatory DataAnalysis via the Novel Tri–Mentoring Model Designed to Measure MentoringEfficacy

Volume 11 Issue 1 May - July 2017

Research Paper

Tri–Assessment Analysis: An Innovative Model for Inquiry and Confirmatory DataAnalysis via the Novel Tri–Mentoring Model Designed to Measure MentoringEfficacy

James Edward Osler II*

Faculty Member, North Carolina Central University, USA.

OslerII, J.E. (2017). Tri–Assessment Analysis: An Innovative Model for Inquiry and Confirmatory Data Analysis via the Novel Tri–Mentoring Model Designed to Measure Mentoring Efficacy. i-manager’s Journal on Educational Psychology, 11(1), 26-39. https://doi.org/10.26634/jpsy.11.1.13650

Abstract

The aim of this paper is to provide a faculty model for positive mentoring was first explored at an African American Historically Black College and University [or “HBCU”]. The purpose of this paper is to present the mentoring model and an analogous trichotomous data analysis methodology referred to as “Tri–Assessment” that is used to determine the validity of the mentoring experience. The research methodology of the mentoring model measures positive mentoring outcomes and is applicable for measuring mentoring as a whole. The model has its foundations in trichotomy drawing upon the research work of the author who has established the field of “Triostatistics” (Osler, 2014), trichotomous research design (Osler, 2012), and the arena of trichotomous psychometric measurement (Osler, 2013a). This paper is organized into various sections that highlight mentoring history, mentoring at an HBCU, and mentoring measurement through the presented 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 the outcomes 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 took place at a HBCU. The author further recommends that both the “Tri–Mentoring Model” and the “Tri–Assessment” research methodology have the unlimited potential to open new arenas of inquiry and data analysis in the diverse field of mentoring and beyond.