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APPLIED ONLINE MENTORING: ITS IMPLICATION By Dr. Marita G.Sanchez Cagayan Valley Computer and Information Technology College Centro East, Santiago City, Philippines-3311 Abstract Education in the next ten years will be robust in terms of advanced technology and communications using the internet. Business Education is not an exception. The entertaining and exciting challenge for the business educator can shift some mode of teaching learning that develop technical skills and cater the needs of cultural differences in the area of e marketing and online mentoring both in theory and practice. Nevertheless, that executive coaching and other courses needing skills for applied business management, the online mentoring can be of help boost the competence, enhance working life, expand network, promotes career development, fosters knowledge and confidence, and creates professional identity in the virtual world. A significant number of 93 respondents from 22 countries around the world joining the applied online mentoring agreed that this kind of approach can re-orient adult students and professionals in their enhancement, find and decide solutions for their own problems. Through the theory on mentoring and executive coaching (Viroleinen, 2009) this applied online mentoring was conducted to confirm results of studies as well as used Muellers situational theory on flexibility of interaction between mentor and protges. Introduction Mentoring is a shared opportunity for learning and growth (Mentoring Group. 2009). It is a process of communication, exploration of values, interests and goals. Its main focus is to make a difference towards positive change. As a process of communication, both the mentor and protge use a simple language that they both understand to develop confidence, trust and personal as well as professional identity. As a process of exploring values, the mentor uses appropriate techniques of questioning that suit the interest and goals of the protge. The mentor takes the lead, and the protge usually takes the follower. Identifying the initial needs of the follower by the lead person, the mentor considers the Situational Theory presented by Dr. Jeffrey Mueller (Maverick Factor. 2009) where flexibility is a way of interaction between the mentor and the protge. The task is identified and a relationship between the mentor and protge is created. A timetable set by the mentor is crucial in online mentoring. For the local educational setting, at least one hour a day will enough to mentor a maximum of three protges (Viroleinen.2009). In this study, the interview method in an informal environment of single chat or group chat using either Yahoo or Google Accounts is the most common type of interactive communication that a mentor can reach out protges. In addition to this, two search engines very popular around the globe are used by the mentor to communicate, socialize, network, find friendship and romance, advertise, affiliate and monetize. This process of online teaching-learning as cited in related concepts of mentoring that was undertaken by the mentoring group in the mid 80s was originally developed and

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pursued by licensed psychologists. Originally, its focus was more on counseling and mentoring (2009). When the advocate, Dr. Linda Philips Jones died in 2006, her husband maintained the organization by integrating mentoring into their long-term project for character assessment and development. By then, lots of Colleges and Universities worldwide move towards offering Online Courses. Some of these are: Raffler International College, ACCA in London, English School in Christ Church, TOFEL and many more. While the former specialized in Psychology, most of these mentioned were specialized in English as the second language. Literature Review From the viewpoint of the study of Viroleinen (2009), the mentoring program conducted in Turku School of Economics Pori Unit was focus more on the Masters Degree Course particularly on how the students experienced the mentoring activity and what factors are successful and unsuccessful in their program. The goals, content and other needs of the program were quite unclear as to the expectations students will receive from the mentoring process. While they used the mechanical means in their study tasks using the moodle platform and received feedback from their mentor, no enough conversation was made during the span of time for the mentoring process. And, the end of semester was the only time they gave the assistance to their students. The affiliation with Rockburst University (1991) to other teaching leaders like Marquette, Loyola and Georgetown raise a global network of Jesuit Colleges together with millions of successful professionals trained by this National Seminars Group on Executive Coaching and Mentoring. In this training, the executive coaching and mentoring skills presented by correlated with the goals of the National Seminars Group offering online courses. Delving with the significance of coaching and mentoring, enrolling in the program was the first step they considered in leadership building. (2009). Networking is part of global executive coaching and mentoring. Michael and Sylvie Fortin of Canada (2009) offers the AM02.0 tools for Marketing Tutorials while Armand Morin of London offered also some Marketing Executive Seminars using the same AM2 tool.(2009) A lot of reflections from the different groups of communities that were considered part of building trust in networking for product lines marketing. (Ray Edwards, 2009); Heather Seitz in the Real Estate(2009), Jeanette Cates on Inventories and Earning Points for the Online Tracking System. As opposed to the theory of Viroleinen (2009), Kathleen Barton (2009), a trainer, professional speaker and consultant of the Brian and CCCs business operations, Laurie Schell, Tricia Nicosia and Cherie Stevens Jones (2009), the mentoring business was considered global in the sense of executive leadership. Barton herself was a product of this professional empowerment coaching and now featured in numerous publications like Business Week, The Executive and the Wall Street Journal Online. Although Viroleinen applied the virtual use of computer in the conduct of mentoring process, the worldwide use of internet by the other authors of mentoring almost relate each others goals and objectives in the field of executive coaching. Building trust has been part of the mentoring process. Another successful mentor who served as the Dean of Student Development at Ambrose University College is Kim Follis (2009) focuses on the mentoring of student

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leaders and athletes through his role as hockey coach wrote and spoke on the significance of mentoring and executive coaching. Les Hirst (2009) focuses on non-formal educational strategies which employed mentoring as the principal educational strategy for vocational training. Consulted with organizations in the non-profit and NGO sectors, Les facilitated training in Latin America. Another licensed psychologist, Andrea Molberg (2009), holds courses at the Management Center at the University of Saint Thomas under the College of Executive Coaching and Executive Development Center, at the University of Minnesota. With her working relationships for 25 years at Fortune 500 companies, small businesses, professional and trade associations, governmental agencies, and educational and health organizations now a frequent speaker of regional and national conferences in that place. Don Payne (2009) is also serving in the field of mentoring for 13 years now and oversees a graduate school mentoring program with organizations in corporate, nonprofit, and military sectors with an England based. Another mentor expert whose expertise is on Curriculum and Instruction is Gwyn Robson (2009). In 2007, she received the government-wide Distinguished Service Award for Leadership Development through Mentoring from the Training Officers Consortium. Throughout the federal government, she was given many presentations about mentoring. Aside from this, she also spoke at the Jack Cooke Foundation about the importance of Mentoring in Graduate Education; now an Instructional Systems Designer at the National Science Foundation and an adjunct professor at the University of Maryland. Victor Silva-Palacios (2009)a clinical forensic psychologist for the multicultural and admissions units of Atascadero State Hospital also provided mentoring and consulting services to pre-and post doctoral interns and psychologists serving on various committees supported and mentored his colleagues in the areas of forensics, ethics, and clinical responsibilities. He is now in private practice serving on board directorship for Family Care Network. For the cross-cultural issues globally, Dee Nyamieh Walker (2009), a native of Liberia, West Africa served as mentoring consultant, trainer, and mentor of Africa and USA for 10 years. With his passion of managing leadership development program over 3,000 members in a global non-profit organization is continuously developing culturally appropriate mentoring programs for executives and emerging leaders. Imogen Wareing (2009), a Sociology expert in London University concentrates on key areas of mentoring, workplace change, strategic and workplace planning, performance and career coaching, leadership and people development; and, bullying, harassment and diversity. She developed her mentoring programs for leaders, high potentials, graduates, apprentices, professional women, frontline staff, and school personnel. She has trained over 4,000 mentors and mentees and a master facilitator for engendering trust. She is one of Australias leading consultants in mentoring. All presented literature and studies on mentoring, executive coaching, with diverse nature around the globe are related to the present study. The expertise of people in their own fields plus their long years of experiences in the mentoring processes can be a

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potential to the worldwide online mentoring. Making a difference and having a positive effect on the persons life is giving back to another contribution to the future of online mentoring as a concept of online teaching-learning. Methodology and Statistical Tool The study took placed in Santiago City, Region 02, and Philippines where the internet connections in 22 countries were covered. Qualitative-experimental approach was used to generate the result of the theory of Viroleinen (2009) sought to hook up factors into the causal relationships on the problems of protges. One way Analysis of Variation and frequency and percentage count was utilized in dealing with description of profile variable. The Interview method used in this study was in the form of chats online, comments and bulletins sent and responded, and e mails sent and responded in a purely textual, or in a combined textual and video, and a combined textual, video and audio forms of communication using the yahoo and Google search engines. The sites used by the mentor-researcher in the 22 countries have a total of 12 major websites Google and Yahoo. Those that were based in North America, Canada, and United Kingdom preferred Google while the Asian Countries utilized more the Yahoo. Counseling Techniques Transcript is crucial in the analysis of data, hence a qualitative interview in this study was used. The initial step made by the researcher to identify the existing sites mostly used by the identified respondents was sought through signing for membership with the accounts. The next step was to advertise the product or services through the Internet Marketing using the accounts by writing in the bulletin, sending messages, tagging, and writing articles, journals and blogs. Also, there was a need to use link in the different sites. Followers were identified from among the respondents. They were the respondents who succeeded in the final mentoring processes. Sampling and Data Analysis Purposive sampling was made. Trust was confirmed and became the bases for the part II of the mentoring online activities conducted. Simple Percentage and Frequency Counts were used to treat the variables on Location, Age Bracket, Problem Categories, Focus of Discussion, and Reflective Reasons in Joining the Chats. Analyses of the transcripts were made since there were informal interviews undertaken to the respondents in less than an hour per meeting. Delimitation of Study The respondents of this study were delimited to twenty two (22) countries of the world with ninety three (93) respondents. Using the Internet included two (2) search engines and seven (7) sites where the respondents were taken after identifying the coverage of the study. Additional information from the online universities was needed and joining the different community networks was important to link the sites. The lessons discussed by the mentor and protge can be answered too by searching the different sites of yahoo and Google search engines. Continuous activation and verification of the accounts was also imperative in the successful conduct of the online mentoring.

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Results The profile of respondents was traced in an online interview using the search engines and sites in Google and Yahoo accounts that included: age brackets, location of protges, identified problem caused of joining in online categories by the protges, and the objectives of mentor in conducting the online mentoring. In the first part of the study, treatment of inferential problems on identified problem caused goals and objectives of protges, goals and objectives of the mentor in conducting the online mentoring study included social and culture, Health and Wellness, Family and Relationship, Business and Networking, Communication and Friendship (Self Expression) and Psychological problem. In the second part of the study where purposive sampling was used, the results of the problems raised in the descriptive research were integrated and were utilized in the making of proposed online mentoring module. Profile of Respondents The profile of respondents was taken from the sites copied by the researcher and tabulated in frequencies. Age were categorized in brackets in order to facilitate the analysis of data problems from the transcript of interviews, messages, emails, bulletins, and other means of communications made by the interaction of protges to the mentor and vise versa. Table 1 Age Bracket of Respondents Age Bracket 21 to 30 Years old 31 to 35 years old 36 to 40 years old 41 to 45 years old 46 to 50 years old 51 Years and Above Total Frequency 23 16 16 12 16 10 93 Percent 24.73 17.20 17.20 12.91 17.20 10.76 100.00

Describing the Location of Countries that have the Highest Frequencies Turkey India and Egypt were observed the first three (3) countries that have the major location of the online mentoring conducted. Turkey as the first ranking country that joined the experimental study comprised two parts: Southeast Europe and Asia with neighboring countries of Bulgaria to the West Russia and Ukraine to the North Georgia, Armenia, Azerbaijan and Iran to the East Syria and Iraq to the South. Another part was in Europe comprises of an area about equal to the state of Massachusetts and its Tributaries. (Time Almanac.2000) Turkey in Anabalia is about the size of Texas, and the center is a treeless plateau rimmed by mountains (2000). This historical origin of Turkey implies the need for further studies in line with

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communication skills, self redirection for values and virtues and gaps of culture differences among other Asian countries. India as the second highest in the participation of online mentoring has a one third area of the United States (Time Almanac.2000). The Republic of India occupies most of the continent of India in Southeast Asia. It borders on China on the Northeast and its other neighbors are Pakistan on the West, Nepal and Bhutan on the North, and Burma and Bangladesh on the East. Their major religion is Islam, carried by a congress leader Gandhi who initially motivated the essence of religion and business. Egypt, the third greatest number of respondents is an Arab Republic located at the northeast corner of Africa on the Mediterranean Sea bordered on the west by Libya, on the south by the Sudan, and on the east by the Red Sea and Israel (Time Almanac (2000). It is nearly and one half times the size of Texas. Those sites that the researcher joined in her blogs and articles publication were located in India and operated by Indian nationals. Table 2- Location of Respondents No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 Location Turkey Philippines India UAE Kuwait Hungary Ghana Egypt Cyprus USA Australia Indonesia Canada Sri Lanka Singapore Nigeria Jordan Iraq Yemen UK Malaysia Australia Total Frequency 22 6 17 4 2 1 5 10 3 5 2 2 4 1 1 1 1 1 1 2 1 1 93 Percent 23.66 6.45 18.28 4.30 2.15 1.07 5.38 10.75 3.23 5.38 2.15 3.15 4.30 1.07 1.07 1.07 1.07 1.07 1.07 2.15 1.07 1.07 100.00

The Identified Problem Caused Category

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Problem Caused Category in its sense comprised the identified reasons of respondents in joining any type of online communication like chat, journal reading, video and audio calls, messaging, tagging, and other online related activities. Main cause of their problems that made them decide to go online on regular basis was about finding their soul mate, locate for their future partners, friendship and e love, social and networking and health problems. Other objectives related to financial aspect were hidden and later found as internet scams. Observed among the identified problems of the respondents, the highest was in romance and love with 50.54% followed by Family Relationships with 17.20%, and friendship and network with 10.75%. Since almost all the respondents were males, it appeared that those whose intention were formerly friendship and network was redirected to the problem categories of romance and love, family and relationships, health and wellness, social and culture, and other areas such as communication and self expression. Their values and virtues were found to be in need of regeneration in order to expect for positive change and accept the values of mentoring. Counseling and additional information that help in the discussion of the lesson during the interview processes were needed by the mentor. Write ups on blogs, discussions, journals and articles written and published online by the mentor were considered part of the mentoring process. During the face to face chats, the assignments of both the mentor and the protge should be met during the discussion of the topic. Results of transcript were analyzed every end of the chat in order to have a follow-up questioning in an informal interview for the next meeting with the protge. Table 3- Problem Caused Category by Ranks Rank 5 1 4 3 2 N=5 Problem Category Social and Culture Romance and Love Health and Wellness Friendship and Network Family Relationships Total Frequency 9 47 11 10 16 93 Percent 9.68 50.54 11.83 10.75 17.20 100.00

Major Content of Problem Category The major content of problem category was identified through the analysis and interpretation of the transcript of counseling and interviewing online. Since the initial sites included in gathering the data were categorized into Love and Romance, the title was combined in the identified problems as mentioned by the protges. The focus of mentoring techniques undertaken to the respondents was taken as a whole from the respondents whose problems were derived from combination of two to three categories and the identified major problem on Romance and Love was the basis of the initial proposal for module intended for the online mentoring. Three variables that combined love and romance problems were identified in family, business and friendship/networking as co-equal, while health and wellness was ranked as the last among these combined problems identified during the mentoring processes conducted.

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Table 4- Combined Problems Met in the Online Mentoring Rank 5 3 3 3 1 Combined Problems Health, Wellness and Romance Family Relations and Romance Business and Romance Friendship, Networking and Romance Pure Romance and Love Total Frequency 7 12 12 12 50 93 Percent 7.53 12.90 12.90 12.90 53.77 100.00

Differences between Identified Problem Causes and Objectives of Mentors Table 5

Differences Between the Identified Causes of Protges' and Mentors Goals and Objectives Source Between Column Within Column Total Sum of Squares 9009.37 10264.05 df 5 566 541 MSS=SS/df 1801.01 18.99 1820.00 F 94.84 Crit.V F 2.21 Decision Reject

Differences between Combined Problems of Protges The combined problems of protges between romance and love were problems found to show that the computed F ratio is greater than the critical value at .05 df The differences between the identified causes of protges and the Mentors goals and objectives disclosed that the critical value of F equal to 2.21 is lesser than the computed value of 94.64 rejects Null Hypothesis. This means that the identified causes of protges are significantly different from the Mentors goals and objectives. Since love and romance are the major causes of majority in joining the interview online, the goals and objectives of the mentor had utilized the Mavrick Factor- flexibility in the use of mentoring process.( Mueller, 2009). Adjustments were made by the mentor in dealing with appropriate protge respondents to confirm which theory on executive coaching and mentoring of Viroleinen was true and not applicable in the study which rejected the null hypothesis. This indicated the need for individualized method that online mentoring could offer. The problem areas identified were independent from each other and need further analysis in separate clusters or individual counseling techniques to cope with the assigned schedule for each protge. Table 6- Differences in the Combined Problems of Protges
Source Between Column Within Column Total Sum of Squares 1362.14 1375.47 df 5 841 846 MSS=SS/df 227.02 15.96 242.98 F 14.22 Crit.V F 2.21 Decision Reject

Summary and Implications

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Business Education From the point of view of a counselor-psychologist, online mentoring is a learning process, an informal talk with the client, fostered knowledge of the mentor, a helping relationship of the mentor to the client that needs confidence and professional identity, caring attitude, sincerity and honesty in words and in deeds. As a teaching learning strategy, the interactive process of dealing the identified problems of students can be concluded and remedied using the Maverick factor on flexibility by Mueller. This is an appropriate support to the classroom situations as both the teacher and learner develop self confidence in the use of technology for business and service purposes. As an informal talk with the client, the non-directive and directive type of counseling process can be used by the mentor/ teacher who succeeded up to the last reflections of learning that was made for the purpose. Personality integration is a dynamic process to be concluded part of the mentoring process. Without values and virtues in the discussions, the unification of the elements of teaching-learning is incomplete. These three (3) objectives in the lesson must be present. The Cognitive aspect included the knowledge gained, the pace of clients comprehension and understanding, analogy and decision-making. The Affective part of the lesson gained included honesty, truthfulness, love and care associated with friendship love, psychological and social problem change, and self confidence. The Psychomotor gained included the improved communication gap among the protges, showing good manners in front of video and in textual form and ability in answering the topics discussed. The study encouraged those institutions offering distance learning, online servicing, and other related activities supportive of quality education to be aware of the importance of modules, mentoring, executive coaching, and flexibility in the implementation of processes online. As a global activity of social networking, allows students around the world fast track affordable degree programs and Finish College, masters degree, and doctorate programs even without physical attendance to classroom work. Advanced technology using the internet that enhance virtual world within the campus forces the learner improve his own self paced independent learning, enjoying greater academic freedom in the content of their assignments.

Professional Identity
While conducting the process, additional knowledge gained by the mentor can be an added skill in technology while learnings on topics beyond the curriculum in business could be integrated part of the valuing concerns of the teacher/mentor. Proper use of English language can be enhanced and the way the mentor understood his protge/student could be more direct and immediate. Helping relationship can be created and did not end in the online mentoring by the trainers of mentoring process(NSG-Rockhurst University. 2009) but rather expanded friendship after the mentoring schedules. Networking with other professionals and students globally can be possible way of learning cultural diversity.

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Professional identity of the mentor is enhanced during the mentoring process. With the experiences of assessing, interpreting and building character in the protge, the mentor is able to gain confidence in the proper use of questioning, from acceptance, clarification, reflections of feelings, reassurances, suggestions, persuasion, and advice giving to the active-uncovering techniques of cause-effect probing. Recommendations Based from the findings, the following were recommended 1. Online Mentoring Program should be considered in any skills based course such as English Proficiency and Communication Skills, Mathematics and Statistics, IT, Research, etc. In the case of Business Education, all facilitating functions of Marketing need this process. 2. Counseling and Interviewing Techniques should be part of the faculty development program of college teaching in order to adapt a local online mentoring program of the institution. It should be part of the active teaching which is one of the four models of instruction proven to be successful in enhancing student achievement(Aquino,2003) 3. All college faculties should learn the use of combined counseling and IT skills in order to succeed in the online mentoring program of the institution. In the steps of teaching-learning sequence, mentors should be exposed to a body of knowledge that includes: formulation of questions, reading expository material, observing a phenomenon, collecting evidence, listening to the protge and discovery of the principles. 4. Training on proper and effective use of qualitative data gathered from online mentoring should be provided to faculty especially those who teach the skills based subjects. Deriving meaning to the body of knowledge gathered from experimenting analyzing, reorganizing, consolidating, and integrating the material should also be provided part of the training. 5. Continue to improve the use of online mentoring in order to succeed in the distance learning program of any institution. If possible, put into use the processes to solve create or clarify a problem in the teaching-learning process. 6. Professional Counselors and Psychologists should take the initial steps in conducting this online counseling and mentoring activity and be tapped in the program. 7. Consider the proposed initial online mentoring module as guide to further study some future online lessons to be adopted by the mentor 8. Continue the experimentation of online mentoring that improve previously found weaknesses and develop lesson plans.

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Glossary of Terms Active Teaching. It is also known as direct teaching (Aquino. 2003). Used in this study, it is the use of internet and online services accorded to specific learners. Cultural Diversity. In the field of counseling, cultural specific models were presented between Western and Asian countries (Ruiz.1997) Used in this study, it denotes the occurrence of gaps in communication, practices and modes of behaviors observed by the mentor to the protges of different countries. Personal Identity. As used in this study is the original intention of the mentor or the protge in joining chats as a result of friendship, networking, and a reader/follower relationship online. Professional Identity. As used in this study is the revelation of true, honest, and sincere character of the mentor and protge that are spoken in text or in video call within the span of online mentoring process. Skills-based Instruction. It is a learning task within the unit of TESDA orientation that encourages nominal duration in learning specific lessons Teaching Techniques. It is a variety of practices and refinement of presentation which a teacher or mentor employs to make his instruction more effective (Silvus and Curry/Aquino. 2003). Used in this study, is the integration of counseling techniques(Villar.1997) and the theory of Viroleinen (2009). Love and Romance. Used in this study is the term used to identify the potentials for initial building of trust between the mentor and protge. The different sites concluded the objectives that protges had initially signed up to those identified sites that the mentor utilized in bringing out personal skills in counseling, interviewing and online processing of clients. Qualitative Data. As used in this study, those are the information gathered from results of interview and counseling (transcript), messages sent through e mails, comments on blogs, articles and discussion, and bulletins as well as video calls made by the protges during the conduct of applied online mentoring. These were assigned numbers and qualitative equivalents such as. For location, problem categories, combined caused of problem categories, and other data with: 1= no/not, 2= maybe/moderate, 3=yes/true, 4=very much/exact. References Acero, Victoria O. et Al.(2000) Principles and Strategies of Teaching. (Manila, Philippines: Rex Book Store. Angeles, Ma Felisa D. et Al.(2005) Simplified Approach to Statistics.(Valenzuela City, Philippines: Mega-Jesta Prints, Inc Aquino, Gaudencio V. (2003) Effective Teaching, Third Edition.(Mandaluyong City, Philippines: National Book Store.

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