Dissertation/Thesis Abstract

Implementer Perspectives: The Implementation of a School-Based Mentoring Program
by Fixsen, Amanda Angela Marjorie, Ph.D., Portland State University, 2012, 212; 3516783
Abstract (Summary)

This research describes organizational level implementation strategies utilized in piloting enhancements to the school-based mentoring program from Big Brothers Big Sisters of America. Semi-structured interviews (n=15) with lead agency implementers along with conference call meeting notes were analyzed using qualitative content analysis. Findings yield a description of the challenges to implementation and strategies to overcome these challenges, formal implementation strategies engaged in, and the extent to which these align with an implementation framework put forth by Klein, Conn, and Sorra (2001) with supplement from Fixsen, Naoom, Blase, Friedman, and Wallace (2005). Findings from this study indicate that financial resources, management support, implementation climate and select implementation policies and practices are important to attend to during the implementation of a school-based mentoring program. Additionally, organizational readiness for change and organizational climate should be attended to before program implementation. Implementation strategies identified through this research help to define important organizational factors that drive the implementation of school-based mentoring programs.

Indexing (document details)
Advisor: Koroloff, Nancy
Commitee: Borgmeier, Christopher, Cahn, Katharine, Jivanjee, Pauline, Keller, Thomas
School: Portland State University
Department: Social Work
School Location: United States -- Oregon
Source: DAI-A 73/11(E), Dissertation Abstracts International
Subjects: Social work, School Administration, Organization Theory
Keywords: Big Brothers Big Sisters, Implementation, Implementation climate, Mentoring, Organizational change, Organizational readiness, School-based mentoring
Publication Number: 3516783
ISBN: 9781267464903
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