ITX3999

School of Science and Technology

ITX3999
IT Project

Autumn/Winter term
2019/2020

Date: 7th May 2020

Supervisor: Ms. Madhumita Das
Student ID Number: M00735689
Campus: Dubai Campus

Title: The development of a Tele-Mentoring web application.

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School of Science and Technology

…………………….Patrick Inaku Ogar………………....................

(Student Name)…

Student Id No ………….M00735689………………………

Module number…………….ITX3999…………………

I hereby confirm that the work presented here in this report and all
other associated material is wholly my work. I confirm that the report
has been submitted to TURNITIN and that the TURNITIN results are
attached to this report. I agree to assessment for plagiarism

Signature…………………………………………….

7th May 2020

Date…………………………………………………..

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Table of Contents
ABSTRACT........................................................................................................................................... 5
INTRODUCTION .................................................................................................................................. 6
1.1 PROBLEM DEFINITION ............................................................................................................ 8
1.2 AIM............................................................................................................................................... 8
1.3 OBJECTIVES.............................................................................................................................. 8
1.4 RESEARCH ETHICS: ................................................................................................................ 9
1.5 PROJECT DELIVERABLES ...................................................................................................... 9
1.6 PROJECT TIMELINE ............................................................................................................... 10
1.6.1 Gantt Chart......................................................................................................................... 10
1.6.2 Project Stages with Days .................................................................................................. 11
1.6.3 Workflow Diagram ............................................................................................................. 12
LITERATURE REVIEW ..................................................................................................................... 13
2.0 MENTORSHIP .......................................................................................................................... 13
2.1 GENERIC MODEL FOR A FACILITATED MENTORING PROGRAM ................................ 18
2.2 TYPES OF MENTORING ........................................................................................................ 20
2.3 PROS OF E-MENTORING ...................................................................................................... 21
2.4 CONS OF E-MENTORING ...................................................................................................... 21
2.5 SURVEY OF SIMILAR APPS .................................................................................................. 22
2.5.1 Mentornity: ......................................................................................................................... 22
2.5.2 MentorcliQ .......................................................................................................................... 25
2.5.3 Chronus .............................................................................................................................. 26
SYSTEM DESIGN .............................................................................................................................. 29
3.0 METHODOLOGY(USER RESEARCH) .................................................................................. 29
3.0.1 Survey ................................................................................................................................ 29
3.1 ER DIAGRAM ....................................................................................................................... 30
3.2 USER CASE DESIGN .......................................................................................................... 31
3.3 SUMMARIZED FLOWCHART............................................................................................. 32
3.4 WORKFLOW......................................................................................................................... 34
3.5 WIREFRAMES ......................................................................................................................... 35
SYSTEM IMPLEMENTATION, TESTING AND DOCUMENTATION ........................................... 39
4.0 INTRODUCTION ...................................................................................................................... 39
4.1 SYSTEM REQUIREMENTS .................................................................................................... 39

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4.1.1 HARDWARE REQUIREMENTS................................................................................. 40

4.1.2 SOFTWARE REQUIREMENTS ................................................................................. 40
4.2 REVIEW OF CHOICE OF PROGRAMMING TOOLS USED .......................................... 40
4.3 REVIEW OF CHOICE OF DATABASE MANAGEMENT SYSTEM (DBMS) ................. 41
4.4 DEVELOPER’S ENVIRONMENT ...................................................................................... 42
4.5 SYSTEM CHANGEOVER .................................................................................................. 42
4.6 TESTING................................................................................................................................ 43
Alpha Testing............................................................................................................................... 43
Beta Testing ................................................................................................................................ 43
Satisfaction survey ...................................................................................................................... 43
Self-Heuristic Evaluation ............................................................................................................ 43
4.7 SCREENS AND DOCUMENTATION ..................................................................................... 44
.............................................................................................................................................................. 53
Conclusion ......................................................................................................................................... 56
Brief summary of the work: ............................................................................................................ 56
Limitation of the research ............................................................................................................... 56
Future guidelines – How to make it better .................................................................................... 56
References ......................................................................................................................................... 58
Appendices ........................................................................................................................................ 61
Appendix a....................................................................................................................................... 61
User evaluation forms ...................................................................... Error! Bookmark not defined.
Part of the code ........................................................................................................................... 62
Appendix b....................................................................................................................................... 67
Ethics approval forms ................................................................................................................. 67
Meeting log .................................................................................................................................. 69
Appendix C ........................................................................................................................................ 70
User research Survey Results ......................................................................................................... 70

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ABSTRACT
This study examines the roles of mentors and mentees, and how mentor-mentee
connection can be formed. Challenges like space constraints, time constraints, and
scheduling limitations faced by mentors, mentees and coordinators in mentorship. Also,
the possibility of addressing these problems with the introduction of a tele-mentoring
software, that connects mentor-mentee using a matching algorithm. A study was
conducted on 22 students of Middlesex university through a survey. Data collection was
possible with the use of a reliable and valid questionnaire. This was analyzed by google
form software. Also, Literature reviews as a form of secondary research was conducted
to gather substantive findings. The findings indicated that not a lot of student are familiar
with tele-mentoring although they would be willing to try an application that provides them
this opportunity. And IMentorU2 was developed and introduced to solve the stated
problem.

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INTRODUCTION

The term mentor originates from Greek, meaning “wise and trusted teacher”.
Definitions from experts within the educational field has also been given. According to
Fagan and Walter (1983, p.51) a mentor as a knowledgeable adult who guides and
befriends a less-knowledgeable adult. Furthermore, mentoring is an aiding process,
mentors may be younger, older of different or same-sex, most important they are
experienced people who serve as counsellors, teachers, sponsors, and advisors for a
mentee (Klopf and Harrison, 1981, p.42). Klopf and Harrison go on to say that from this
relationship, the mentor and mentee jointly gain knowledge, satisfaction, and insight.
Mentoring is defined as a training process to endorse the progress of a person, in which
a skilled and experienced person, acts as a role model, a teacher, encourager, counsel,
and befriends a novice. (Ander and Shannon, 1988 pp.38-42). Ander and Shannon
specify that for mentoring to take place all the functions and processes with this definition
must be enacted. According to Daloz (1983, p24-27) uses a travel metaphor
characterizing a mentor as a leader on a journey. During the trip, the mentor carries out
three functions:

i. Pointing the way: Mentor should be able to show the way to go for mentees to
get to their goals.
ii. Offering support: At different point student would require academic assistance
and this is one way a mentor is helpful.
iii. Challenging: Mentors help in arising competitive interest, action and thoughts in
their mentees

Also, there are several mentoring concepts, one which is tele-Mentoring, with similar
names like Virtual mentoring, e-mentoring, cybermentoring, online mentoring. Tele-
mentoring is mentoring done electronically. Mentornity, a company that provides tele-
mentoring solutions to Startups, Community and Employees, defines Mentoring as, “an
expert relationship in which a skilled person is assisting another less experienced person
in developing certain knowledge and skill.” (Mentornity Blog, 2020). However, Mentornity
do not provide services for students.

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IMentorU2 is a Mentoring web application that connects active professionals, School

alumni, employers with potential mentees; it also serves as a collaborative platform for
users to interact on a social and intellectual level. IMentorU2 aims at building mentees'
capacity, strengthen their skillset, and improve the ability to produce desired outcomes
via technology. Unlike conventional means of Mentorship, IMentorU2, with the use of Web
Technology, facilitates ease at mentors' connecting with mentees in any location. It should
not cost more than access to the internet to have a mentor. Matching Mentor to Mentee
is at the top of our mentoring application priority list. For some mentees, a look at the
mentor's title is all they focus on, and this is not enough information in finding the right
mentor; Therefore, responsibility in making sure that the correct matches form is a priority.

The web application works on an algorithm that automatically matches the most suitable
mentor to mentees based on data such as mentors' Interest, field, pre-eminence status,
years mentored, and availability. An integrated calendar and task manager will help in the
booking of appointments, plan mentorship schedules, show availability of mentor, and
Milestone of sections covered. The application provides live streaming for users; this is
achieved either by playing contents through a video host or by encoding the web — an
Interface where content can be posted on by mentors for mentees to utilize. The
application will have an Admin and User end; the User end will have Mentor Interface and
Mentees Interface.

A descriptive research was conducted making use of Surveys and case studies,
furthermore empirical data was collected through Focus groups and observation. This
data collected gives information on how mentor and mentees relationship form, factors
that might affect efficiency in performance, possible restrictions, productivity.

The research population is students and staff of Middlesex University, while a portion of
this population collected, is sampled via a stratified sampling procedure. Lecturers
provide pieces of information from the view of a mentor; students offer bits of data from
the perspective of a mentee. The stratified sampling procedure would suit this because
of a representative sample of a population, and members of the research population will

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get categorized into mutually exclusive and collectively exhaustive groups. Self-Heuristic
evaluation was also conducted to check for usability issues with the prototype and
recognize if it meets design guidelines.

This application was developed using HTML, CSS, JavaScript, Bootstrap and AJAX,
and MySQL for the database. Development follows the Waterfall Model.

1.1 PROBLEM DEFINITION

Mentees face the problem of finding the right mentor and staying connected to them,
and It is sometimes expensive to have a mentor. Space constraints, Time constraints,
and scheduling limitations have been described as the most common obstacles in
mentoring, even with the fact that mentoring programs can be of benefit to mentors and
mentees. (Hayes, 2005, p.442). For this reason, being able to connect mentors and
mentees without constraints is paramount.

1.2 AIM
The aim of this project is to design a tele-mentoring web application hereafter called
“IMentorU2”, following a user centered design approach. This application allows mentors
and mentees connect with the aid of an interest matching algorithm.

1.3 OBJECTIVES
i. Project Proposal: Research the topic of mentoring with emphasis to tele-
mentoring. Design the scope of project and create a proposal.
ii. Ideation: Sourcing ideas by conducting a secondary research and researching
the tele-mentoring market. Understanding what functionality would be added to
the application by conducting a survey, and a literature review to find out about
past works.
iii. Literature review: Research work done by others in the topic of tele-
mentoring, Gather all requirement for the project (software, hardware),
Functional and none functional requirements.

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iv. Understanding Users (User Research): Conduct a survey, focus group and
Observation to under user goals and needs.
v. Design: Sketch the web and create storyboards, understand the workflow,
wireframe the UI.
vi. Evaluation: With a self-heuristics evaluation the web application will be
evaluated to see if it meets design guidelines and usability.

1.4 RESEARCH ETHICS:

This research study is worth doing as it solves a significant problem in Mentorship; it
follows these research ethics strictly:

i. Research designed, reviewed and undertaken to ensure integrity and quality

ii. Research subjects and samples will be informed fully about the purpose
methods and intended possible use of the study. Appropriate documentation
from the ethics committee backs this up.
iii. Information supplied by research subject and the anonymity or respondent will
be respected and confidential.
iv. Ensure that research participants participate voluntarily, free from any
coercion.
v. Avoidance of all harm to research participants, be it emotional, physical, or
reputational damage.
vi. The independence of research is made clear, and any conflicts of interest or
partiality will be explicit.

1.5 PROJECT DELIVERABLES

i. Project Proposal
ii. Intermediate deliverable (literature review)
iii. Final Report
iv. Viva (Speech Presentation)

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1.6 PROJECT TIMELINE

In other to manage the project effectively and get an understanding of the project at just one glance, also keep the project
supervisor informed at every stage of the project, a project timeline was created, tracking the chronological order of
events. (See fig 1.1) also a workflow to indicate stages of project. (See fig 1.2)

1.6.1 Gantt Chart

Figure 1.1: Gantt Chart

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1.6.2 Project Stages with Days

Table 1.1 Proposed structure

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1.6.3 Workflow Diagram

The figure below illustrates what steps were taken to develop the web application.

Figure 1.2: Project Workflow Diagram

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LITERATURE REVIEW

2.0 MENTORSHIP
In the Ancient Greek epic poem, Homer’s Odyssey. Telemachus, son of Odysseus,
was entrusted to Mentor, Odysseus trusted companion, amidst the Trojan war. With
Odysseus absence for decades, mentor nurtures and supports Telemachus (Daloz,
2013). According to Murray (2002) mentoring is a conscious pairing of a more
experienced or proficient person with a lesser experienced or skilled one, with the agreed-
upon purpose of having the lower-skilled person develop and grow competencies.
Mentoring became common practice in the middle Ages. Young people, having gained
technological skills in the time of the guilds and trade apprenticeships, and these skills
often profited from the patronage of more seasoned and practised professionals. Unlike
the conventional face-to-face model, technology applied in mentoring application enables
mentoring by promoting connection. Students need exposure to diverse and eye-opening
experiences, mentoring programs and tools help improve this connection with distance
not being a barrier. (OpenLearn, 2020)

According to recent research, Students who frequently meet with their mentors are
52% less likely to skip a class than their peers who do not. Furthermore, are 37% less
like to skip a class. (Youth Mentoring, 2020) Also, young adults who suffer an opportunity
gap but have a mentor are 55% more likely to be enrolled in university than those who
did not have a mentor (Bruce and Bridgeland, 2020). In addition to more regular class
presence, and a higher likelihood of attending university or college, mentored youth
sustain more favourable views toward school (Herrera, Grossman and Dubois, 2013).
These statistics leave no doubt about the importance of mentoring in the educational
sector. However, research also indicates that when it comes to formal programs, which
focus on the advancement of the mentee's career, and providing them with exposure and
opportunity. Mentees are often at awe of their mentors and do fear doing things the wrong
way in the presence of their mentors. And for this, mentee requires friendly chemistry and
empathy as the key ingredients in a successful mentoring relationship. (Shea, 1994)

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According to Shea (p26-28 1994) There are five types of one-on-one learning
relationships with each involving some method of teaching, there are essential differences
between this relationship. Teachers seldom focus on just teaching, with tutoring
students can close the gaps in the learner’s knowledge when detected. Our to address
the difficulties a learning is facing. Tutors can answer directly to the learner’s need or
even explore alternate and more efficient means of communicating with that individual.
Coaching concentrates on the aspects of the total “human system,” it synchronizes all
parts of an individual who is learning the task, for coaching the learning receives
specialized attention whenever a problem happens. In other to create harmony between
the organization and its individuals Counselling needs to be used constructively; the
focus of a counsellor should be on helping create productive and successful individuals
in the workplace. Counselling is more of a way of improving performance and behaviours
of an individual. In other to avoid employees coping mechanisms and problem stay
unsolved, advice must be used rightly, and not to enforce practices on employees.
Mentoring shows an unselfish effort on devotes themselves to meeting the needs of the
mentees. Mentoring requires its own set of values, ethics and attitudes. (See fig 2.1)
Sources: Mentoring: Helping Employees Reach Their Full Potential, 1994 p.26

Figure 2.1: Type of one-one learning relationship

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Some commonly used terms for a mentor are adviser, counsellor, experience leader,
boss, senior adviser and coach. Goes further to state mentors can be designated as a
guide, luminary, master, trainer, leader, exemplar and instructor (Murray and Owen,
1991)

Interpersonal chemistry is recognized as an essential factor when matching mentors

to mentees in a formal mentoring program. In the hope of natural pairings, some
organization hold mixers for potential mentors and mentees. Others make use of profile
indicators to provide prospective partners with insight into their own and their likely
counterpart’s personality. (Shea, 1994).

Furthermore, Shea suggests in a formal mentoring program for both the mentor and
mentees to write down their expectations of the relationship in private, so they can freely
think through their wants and ambitions without being unfairly influenced by their
prospective partner. However, Murray and Owen (p61, 1991) suggest that a subordinate
who openly expresses the desire to grow, learn and advance may be a threat to the
person a level higher than them. And a way to avoid this is matching mentees to mentors
who are at least two levels ahead.

According to Phillips-Jones (1996), Seldom the most capable mentors or mentee in

terms of experiences, learning, character, experiences, or connections resides
elsewhere, with mentor’s location not being the most important amongst factors
mentioned. She goes further to give an example of how Hewlett-Packard’s leadership
development programs at the highest levels, mentors matched with mentors who are in
the best position to aid them to excel. Another example is the similar work Microsoft does
in its innovative career mentoring initiative, have an e-mail-based program for mentors
and mentees.

Space constraints, Time constraints, and scheduling limitations have been described
as the most common obstacles in mentoring, even with the fact that mentoring programs
can be of benefit to Organizations, mentors and mentees. (Hayes, 2005, p.442).

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However, telementoring bridges this gap by providing a platform that makes mentors and
mentee plan out a better schedule with the help of inbuilt schedule organizers, have
several hours they meet with the location not being a constraint. With the aid of virtual
communication, and matching is more accurate with algorithms that work. Tele mentoring
involves the use of distance technology, like text, video conferencing, email or audio, or
a combination of them to develop a mentoring relationship.

The first use of telementoring was in British Columbia in the early 1990s. Had its first
use for the professional development of teachers in the curriculum use of new technology,
an experienced cadre of teachers in using computers gave online assistance to beginner
users than in 1993 the university of Texas started the first telementoring program for
students. The electronic emissary project paired telementors from around the globe with
schools. Telementoring can also be used as an addition to traditional mentoring to aid
communication between mentor, mentees and programme coordinators. There are
mentoring schemes that solely involve telementoring. Some programme coordinators,
however, think telementoring should be preceded by face to face 'getting to know each
other' encounter between mentor and mentee. (MILLER, 2012).

Shea (1994) suggests some goals of mentoring:

To advance the interests of some groups and population:
i. To Conserve and transfer special know-How
ii. To encourage mentee contribution
iii. To bring together employees in a new social environment
iv. To help individuals reach their full potential
v. To enhance competitive positivity
vi. To develop a more civil society

Shea (1994) states the problems associated with mentoring falls into seven categories:
i. Refocusing attention from career advancement to personal development:
Mentoring is not only focused on getting ahead, it can be also be focused on
creating a well-rounded, balanced, more able person. Mentors should keep

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adaptability, creativity, imagination, a sense of balance and proportion, vision,

insight, the utility of feelings, intuition, caring for others, a sense of sharing and
helping.

ii. The Costs of a Formal System: The design of mentoring programs in some
companies, help the mentees understand the organization reason for choosing a
mentoring as a tool for significant personal development and what is expected as
a result from the employee/mentee.

iii. The Fagin Factor: Charles Dickens, in his book Oliver twist, portrays Fagin as a
criminal beyond redemption. However, Fagin did take in several homeless boys.
He fed them, provided them with a shelter, and taught them survival
skills(thievery). Fagin was serving his interests, but at least he was helping boys
who had few other prospects until he came along. When it comes to encouraging
mentees to mentors, they may come to recognize some hard truths. Some may be
awful mentors.

iv. Compensation and Incentives: Arguably, you cannot hire a mentor. The spirit
of mentoring departs the moment he invests in accepting a tangible payout

v. Outdated Behaviors: Behavioral scientists have identified behaviours that can

either help or hinder mentors’ effectiveness. Behaviours to practice, Listening,
feedback, providing information and ideas, context shifting, confrontation,
permission and encouragement, exploring Options. Behaviours to avoid, giving
advice, criticizing, rescuing, sponsoring, building barriers, ignoring the why,
discounting.

vi. Litigation-Free Mentoring: Thou to some organizations being stuck on the

mentoring as a career advancement tool instead as a human development tool.

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2.1 GENERIC MODEL FOR A FACILITATED MENTORING PROGRAM

The figure below illustrates a facilitated mentoring program. Each component is
described briefly. It can be implemented in various sizes and types of organizations.
(Murray and Owen, 1991). (see fig 2.2)

Source: Adopted from Murray Hicks, 1972.

Figure 2.2: Facilitated Mentoring Program.

i. Protégé Identified: Firstly, a group of people are identified by the organization

according to their eligibility for the mentoring program. Also apply for this program
and be tested. Nominated by a sponsor or boss and can also volunteer for the
mentoring program. There could be a database that records the participants’
agreement and identity, and this would be used for tracking result during
mentoring.

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ii. Developmental Diagnosis:

iii. Mentor Candidates Recruited: Through being selected by protégé, volunteering

for the role, or being recruited. Individuals who would serve as mentors are
produced.

iv. Mentor Candidates Screened: Willingness and ability of volunteers are

assessed, as administrators or coordinators of the program can screen and
prequalify volunteers.

v. Mentor Selected: After consideration of skills, a mentor is paired with a mentee.

Also, knowledge the protégé aims to acquire is considered. Some factors for
selection ca be compatibility in style and personality.

vi. Mentor Orientation: The most competent and eager mentors must be oriented
to the role. Type of activities, budget support, time commitments, time,
relationship with the natural boss, and reporting requirements are some typical
subjects covered in the mentor orientation.

vii. Protégé Orientation: Like Mentors, protégés need to go through orientation.

Also, the subjects are like that of a mentor with the addition of career planning
and assertiveness training. This unambiguous orientation can get the protégé off
to a good start.

viii. Agreement Negotiated: This could be a discussion bound only by a handshake,

or written agreement. Confidentiality would be required no matter the form, the
frequency of the meeting, the time duration of the relationship, the mentor’s
specific role and the time to be invested in the mentoring activity.

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ix. Development Plan Executed: This is the core of the mentoring process as the
mentor and protégé works through the development plans negotiated in their
agreement; this continues if a protégé continues to need assistance.

x. Periodic meetings: Nature of relationship between mentor and mentee

determines how frequent they meet as they meet for coaching, performance
planning and feedback sessions. The geographical proximity of the mentor-
mentee can also influence the frequency of their meeting. Telephone and online
communication come in as an alternative to a face-to-face meeting.

xi. Reports to Coordinator: Periodic reporting to the coordinate by the mentor and
mentee, helps in tracking and evaluating the results of the mentoring process.

xii. Agreement Concludes: Provision of a sunset clause is included as a mentoring

relationship is established to promote the advancement of competencies or skills.

2.2 TYPES OF MENTORING

According to the Washington University of Saint Luis, the academic classification of
this practice: (C, 2020), also (see Appendix)

i. Formal mentoring:
a. Structured curricula match mentees and mentors.
b. Arrangements differ by program.
c. Mentor and mentee are reachable based on formal contracts.

ii. Natural mentoring:

a. Begun by a mentor (regularly older) reaching out to mentee Implicit

iii. Peer mentoring:

a. Participants of equal level provide skill training.
b. People at a comparable stage of mentoring, and career goals.

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c. People in similar situations (for example, have little children) providing care,
understanding, and guidance

iv. Situational mentoring:

a. Mentoring for a goal.
b. General at all steps of the career.
v. Supervisory mentoring:
a. Advisor as a mentor and direct supervisor
b. some supervisors are unsatisfied being a mentor
c. Conflict of interest is possible

vi. Trainee Initiated mentoring:

a. Starts a communication with a preferred mentor – may grow into a
mentoring connection.

2.3 PROS OF E-MENTORING

i. Mentee may be freer with someone whom they do not see in school.
ii. May reduce mentee’s feeling of intimidation or discomfort.
iii. Allows availability of mentoring to someone not in school.
iv. Mentoring can be remote with no geographical and physical boundaries.
v. Provides a written record of progress for later review and reflection

2.4 CONS OF E-MENTORING

i. Mentors and mentees need internet access
ii. Both must have necessary information technology skills
iii. Privacy and confidentiality may be compromised
iv. Mentoring boundaries may become blurred
v. E-mentoring is more time consuming than face to face mentoring

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2.5 SURVEY OF SIMILAR APPS

There are many examples of E-Mentoring software. We will only summarily examine
a few here for the goal of better understanding the E-mentoring concept and how it is
utilized.

2.5.1 Mentornity:
Mentornity is a web app that can cater to diverse mentoring requirements. As a
solution, it is customizable and has an enormous list of features that make mentoring
seamless. Mentornity allows an administrator to manually match mentees to mentor or
leave this matching process to the software. This way, great matches are formed, and the
program is efficient. (Financesonline.com, 2020) The Mentornity mentor-mentee portal
features meeting notes, scheduling, feedback, video calls and direct messages. The
Mentornity administrator portal features matching, onboarding, tracking and reporting.
(Softwareadvice.com, 2020). For security and privacy, it has encryption of sensitive data
at rest, HTTPS for all pages. One great feature would be multi-factor authentication
options for access control. Mentornity has Google Calendar and Microsoft Outlook
Integration; it would be a great idea to have Slack and LinkedIn integrated. Great features
would be Activity Dashboard, Automatic Notifications, Data Import/Export and
performance Management. This supports web-based and is cloud-hosted. Target clients
are small, Medium and Large Businesses.

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Table 2.1- Mentornity mentor-mentee portal

PAGE DESCRIPTION SCREENSHOT OF PAGE

Meeting Here both mentees and
page mentors can create
meeting via vidoe calls,
direct messaging and
whatsapp. The meeting
can be update and
notification sent to
mentor or mentee,
depending on who
created the meeting. Pre-
meeting questions are
created, and the page
displays who created the
meeting and what time
and date it would occur.
Stucture On the stucture page,
page you can see the progress
with a mentor. How to
contact them on and off
the application.

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Customizabl A company can

e customize the way the
onboarding onboarding process for
steps mentors and mentees
happens.

Meeting by Meeting sessions are

sessions created according to
themes gto be
addressed.

2.5.1.1 Overview of Mentornity

Tracking and Reporting: Mentornity enables users to know every member is staying on
the program with the aid of tracking and reporting. A graphical representation of the
update in forms of the report is presented to users. This aid organizations understand
users and improve the program.

Setting Goals: Mentornity makes provision for users to set goal by making provision for
mentor and mentees to reach a target; they create meetings and a few contents to be
discussed. Mentornity automatically delivers this to mentor-mentee pair. With this pair
can be productive at their activities having the needed materials.

Online Meetings: The availability of video calling, makes meeting still possible even
when the mentor-mentee pair cannot meet face-to-face. Program schedule can be met
even when the physical conversation is a hindered by location. With meeting insight being
important, Mentornity provides a digital notepad that aid users take notes prior to
meetings or after.

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Automated Matching: With automatic matching of mentor-mentee, all users need is to

have a completed profile and to answer some pre-meeting questions. Then it is left to the
application to create a match. Still, provision is made for the traditional way of matching,
matching manually.

2.5.2 MentorcliQ
MentorcliQ is an employee mentoring platform for businesses and global enterprises.
It is available as an iOS and Android mobile applications as well as a cloud-based system.
Mentorcliq has a feature called “reporting”, and this allows administrators to measure
mentoring programs, relationship satisfaction of mentor-mentee, engagement and
retention of an employee. Features like reminders and activity tracking are the feature
that would be beneficial to add. For access control, it uses a multi-factor authentication
option. The Flexibility of this program structure provides group mentoring, one on one
mentoring, circles and reverse mentoring. (Softwareadvice.com,2020)

Table 2.2: MentorcliQ Pages.

PAGE DESCRIPTION SCREENSHOT OF PAGE

Mentoring Mentees can leave
Program feedback for mentors and
Feedback this help in understanding
satisfaction and scaling
growth of mentor.

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Matching Potential mentors are

suggested to mentees,
and a percental which is
generated by an
algorithm.

Matching An admin can monitor that

program number of people enroled
Dashboar as either mentors or
d: mentees, numner of total
matches created, and
number of unmatched
mentees.

2.5.3 Chronus
Chronus is a mentoring solution that aims at building, implementing, and managing
new and comprehensive mentoring programs for enterprises and organizations, having
modules aligned with the values and goals of its user. (Financesonline.com, 2020) A
library of program templates is available, and users can access configure membership
modes, company logos, colours and branding, matching rules and connection settings.
(Softwareadvice.com, 2020) Although, it would be beneficial to have phone or text
integration with the platform so notification can be sent to mobile devices of users. This
supports Windows, Android, iPhone/iPad, Mac, Web-based and is cloud-hosted. Target
clients are small, Medium and Large Businesses-It with business systems and apps like
Jive and Yammer.

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Table 2.3: Chronus Pages.

PAGE DESCRIPTION SCREENSHOT OF PAGE

Facilitate This a periodic
Mentor message offering
Connections: information/services
that can be
configured to be sent
to mentors and/or
mentees on regular
intervals during their
mentor connections.
You can modify these
message or add new
ones that will best
suit the program.
Forums There are forums
where mentors can
communicate on
certain themes.

Finding This displays the

Mentors avaliable mentors,
ability to sort by
Match, availabilty and
the percental match
is displayed.

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Report This displays the

program health i.e
how well the program
is doing, and this
reports are detailed.

2.5.3.1 Overview of Chronus

Configurable Platform: With Chronus mentoring program and modules that aligned
organizations with their values and goals by addressing their requirement and needs can
be created.

MatchIQ: Mentors and mentees must be on the same wavelength in a learning

environment; Chronus help find the best mentor-mentee pairing.

Productive Mentorship: Chronus serves as a great tool to aid career growth and
development while reaching the absolute strategic value, with automation that helps
achieve a fruitful mentorship, taking mentor and mentees through each stage, with the
aid of them learning faster and better.

Mentoring platform: The mentoring platform can help organizations in the creation,
implementation and management of an effective program to facilitate learning and
employee retention. This creates faster and better Return on Investment also can
increase the efficiency and productivity in the organization.

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SYSTEM DESIGN

3.0 METHODOLOGY(USER RESEARCH)

The methodology consists of a combination of primary and secondary research, for
the primary research a survey was carried out on a large population, in other to gather
qualitative and quantitative data, and for the secondary research, a literature review was
a carried out.

3.0.1 Survey
The survey consisting of Eight sections:

i. The first section covered Ethics and has a link to the consent form, this section
has a multiple choice question, where ‘Yes” indicates that a participant has read
the consent form and is willing to participate in the research, and “No” indicates a
participant declines participation.
ii. The second section covered Role where a Participant could be a Mentee or
mentor, both or none.
iii. The third section if participant is a mentor, the questionnaire collects the duration
of being a mentor; and in
iv. The Fourth section if a mentee, the duration is collected also.
v. Section five having two questions collected data on the usefulness of mentoring
and a “yes” or “no” answer verifying if participants have made use of mentoring
applications.
vi. Section six with the theme “Reason” for participants who have not used mentoring
application, why they have not and if they would like to.
vii. Section Seven addresses the use of mentoring applications with three questions.
viii. Section Eight addresses features know what features participants would like to
see in a mentoring application.

A declaration form was requested from faculty and a copy of consent form was
attached and sent to participants, before participating, the participants read and signed
the consent form or indicate in the first section that they have read it and would like to go
on with research. Analysis for survey was automatically done by google form(see

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Appendix c), and a spreadsheet was created, calculating the percentage of responses,
with the use of graph and chart. Refer to (Appendix b for Ethics approval forms).

3.1 ER DIAGRAM
A database was created in other to collect classified information so that this data can be
stored managed, updated and retrieved, with the flow of data in a database,
understanding elements of a database interact with each other can be challenging. A
visual way of understanding how all the parts relate and how they work together. This will
be shown using an Entity Relationship Diagram. (See Fig 3.1)

Figure 3.1: ERD

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3.2 USER CASE DESIGN

The functionality of this system will be represented using some use cases and actors,
with the aid of a use case diagram, behaviour or dynamic diagram in UML. This diagram
depletes functions, services and set of actions that are performed by the web application.
Relationships between entities operational under well-defined roles within this web
application and use case are illustrated with a simple line. (see fig 3.2)

Figure 3.2: Use case Design

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3.3 SUMMARIZED FLOWCHART

The figure below summarizes the pictorial representation of the designed system. The
system is designed to grant access to authenticated users who must have registered on
the platform. A Google CAPTCHA may support the username and password for improved
security. The main modules in the system include but are not limited to, the following: (see
fig 3.3)
i. Matching Modules: This module uses tag and topical matching algorithm to
match mentors to mentees and vice-versa. “Tags” or “topics” are a stream of terms
which represent the content of text or corpus. Tags and topics are used to directly
depict the relationship between a text and another. Similarity score is then
generated which is used to rank the likelihood of mentorship desire of a user

ii. Course Modules: This module enables mentors to create and manage courses
as relate to their field of specialization and mentees to have courses recommended
to them using their respective areas of interest. Courses are broken down into
modules and each module contains multi-dimensional content for the training of
the user’s mentees.

iii. Assessment Module: The assessment module is used to manage the level of
assimilation and concentration of the user’s mentees per module per course.
These assessments are aggregated and scored, the user's course and ranking is
done per country, per continent and globally.

iv. Cross-Mentorship Network: One of the significant strengths of the proposed

system is the ability of a user to mentor be mentored at the same time. This means
a user can add to his skillset even though he is a mentor of other users. There is
a multilevel detection network to handle transitivity in the suggestions of users in
the system.

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v. Analytics: This module is used to graphically represent and summarize activities

of the user, and the user’s downlines, courses and performances per course and
overall.

vi. Activity Recorder: Activity recorder module enables the system to perform the
user state recording so that no stage already taken is repeated. Per course, the
system resumes at the exact stage in which a user previously exits the system.

Figure 3.3: Flowchart Diagram

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3.4 WORKFLOW
The workflow of the developed system is shown in Figure 1 below. Each user has its
designated user tag with which he creates programs and is linked to search terms on the
proposed mentorship application. User either creates tags or tags self with existing tag
sets. Mentorship details for mentors and those being mentored are uploaded with their
respective activities Realtime. Restrictions may be explicitly placed or generally on the
users based on region or unsatisfactory events on the mentorship platform. Notification
system is also maintained on the platform where necessary.

Figure 3.4: Workflow Diagram

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3.5 WIREFRAMES

Figure 3.5: General Timeline

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Figure 3.6: Share on Timeline.

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Figure 3.6: Suggested Mentor and Mentee.

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Figure 3.7: Mentees’ Profile.

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SYSTEM IMPLEMENTATION, TESTING AND

DOCUMENTATION

4.0 INTRODUCTION
The goal of every proposed system is deployment and implementation, that is, to see the
system work in real life. The primary purpose of this chapter is to discuss some relevant
requirements and boundary of the designed system and the models proposed for its
successful implementation.

The systems implementation talks in terms of construction and delivery phases of the life
cycle. The construction phase does two things: builds and tests a functional system that
fulfils business or organizational design requirements and implements the interface
between the new system and the existing production system.

4.1 SYSTEM REQUIREMENTS

The system requirements talk in terms of the hardware and software components of a
computer system that are required to install, set up and use designed software efficiently.
System requirements are either listed in minimum or in recommended terms. Let

x = minimum requirements,

y= recommended requirements

µ=the perfect working state of the system

β=the perfect working state of the system

We can say therefore that

µ= x ≤ β ≤ y ≤ ∞

The above mathematical notation implies that software may not work correctly after
installation if it does not meet requirements.

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4.1.1 HARDWARE REQUIREMENTS

The hardware components required to run this new system include the following:

• 1GB RAM size or more

• Intel x-86 processor or later
• 2GHz Processor
• 250GB Hard drive or more

4.1.2 SOFTWARE REQUIREMENTS

The minimum requirements for the deployment of the new system is not far-fetched since
it is a web-based system. They include:

• Windows or Linux Operating system

• Server: Apache Tomcat Server
• Any internet browser
• Microsoft Office
• Adobe PDF Reader

4.2 REVIEW OF CHOICE OF PROGRAMMING TOOLS USED

The system which is a web-based system was developed using different tools such as
HTML, CSS, JavaScript, PHP, Bootstrap and AJAX.

HTML – Hypertext Markup Language

JavaScript

JavaScript is a client-side scripting language that is often regarded as a powerful object-

oriented programming language that supports first-class functions and lambda operation.
JavaScript lets you supercharge your HTML with animation, interactivity and dynamic
visual effects. It makes web pages more useful by supplying immediate feedback.

PHP – Hypertext Preprocessor

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PHP is a server-side scripting language; designed originally for the web. Within an HTML
page, you can embed PHP codes that will be executed each time the page is visited. It
was conceived in 1994 and was originally the work of Rasmus Lerdorf.

PHP is an open-source product which has made its mark in terms of its strength in:

• High performance
• Interfaces to many different database systems
• Built-in libraries and functions for common web-tasks
• Low cost
• Ease of learning and use
• Portability etc.

Asynchronous Database Transaction Using AJAX:

In other to make this application increment update to the UI without reloading the entire
browser page, Ajax model was followed. Technologies like HTML, CSS, JavaScript and
XMLHttpRequest object were combined following the model. Also packing information in
the model was done with JSON.

4.3 REVIEW OF CHOICE OF DATABASE MANAGEMENT SYSTEM (DBMS)

The database choice in the design of this system is MySQL. MySQL is an acronym for
Microsoft Structured Query language. This is the choice because MySQL is widely used
and known for its:

• Relatively low cost

• Power of managing transactions effectively
• Widespread availability
• Cross-platform compatibility and portability
• Security amongst others.

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4.4 DEVELOPER’S ENVIRONMENT

The tools and technology used in designing the system include the following:

Table 4.1: Developer’s Environment

Development Technologies PHP, MySQL, JavaScript, HTML, AJAX, Bootstrap

Tool Notepad, Web Browser
Server Apache Tomcat
Database MySQL using phpMyAdmin
Operating system Microsoft Windows
Web Browser IE 6 and above
Hardware See 4.1.1 above

4.5 SYSTEM CHANGEOVER

System changeover is also known as system conversion. It is the process of performing
all operations that result directly in the turnover of the new system to the user. In a simple
description, it involves the procedure used in changing from the old system to the new
system. The pilot conversion, among other kinds of changeover, shall be employed in this
project. This requires mentors and mentees, maintaining real conversation and contact
with one another while using the system. This will encourage an onto mapping between
the system and the real world it models.

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4.6 TESTING
To ensure product quality, customer satisfaction and product security, software testing
was done, this is imperative.

4.6.1 Alpha Testing – As this software application would eventually be released to the
public, an acceptance testing that identifies possible bugs/issues is necessary. This was
conducted with other developers in a virtual Environment,

4.6.2 Beta Testing - This was performed with “real users” of the application. With a limited
number of end-users, feedback was obtained on software quality. This also helped reduce
failure risks and provide increased quality of the product.

Figure 4.1: Testing of IMentorU2 web application

4.6.3 Satisfaction survey: After testing a satisfaction questionnaire was completed by

each tester, it was sent out via google form. And this helped collect data on satisfaction,
usability and future impartments. (See Appendix d for satisfaction survey)

4.6.4 Self-Heuristic Evaluation: Heuristic Evaluation was conducted to find usability flaws
in the design and judge it, relative, the Jakob Nielsen heuristics. With need to know if
designs of the web application meet guideline, how well it meets guidelines and where it
is deficient. (Neilsen, 2020) (see Appendix d for Heuristics evaluation).

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4.7 SCREENS AND DOCUMENTATION

This section summarizes the documentation as may be required in the developed system.
The documentation is divided into the internal and external documentation. The Internal
documentation is the one that talks in detail about how the code does whatever its
function is. It describes the data structures, algorithms, and control flow in the programs.
This was achieved by adequately commenting inline and block each section, module,
function, class, data structure etc in the code intrinsically. The external documentation
usually consists of user guides and sometimes includes a detailed description of the
design and implementation features of the program. It also refers to the documents that
detail about the platform itself, such as, System documentation and User documentation.

i. Registration: This shows the registration page of the platform. Due to user’s
ergonomics, few details (full name, email and password) are requested at the
registration point. Validation of all forms are done using client-side and server-side
scripting. This is to ensure that the platform’s database conforms to clean and
quality dataset.

Figure 2: The registration page

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ii. Login Page: This page is used to gain authorized access to the platform using the
registered email and password supplied at the registration stage. The login details must
have been validated using an activation link sent at the registration stage. Users with valid
login credentials are allowed entry into the user dashboard.

Figure 3: Login Page

iii. Profile Completion Page: This page is a one-time requirement for each first-time
user. This page captures in a systematic manner the user’s biodata, skillset, affiliations,
profile picture and areas of interest. Details here drive the matching and suggestion
algorithms run on this system. See Figure 4

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Figure 4: Profile Completion Stage.

iv. Timeline Menu: The timeline (Figure 5) allows users to make posts on their timeline, on latest
achievements for other linked users to view. This is however for users to read only. An example
is seen the Figure 5 below.

Figure 5: Timeline Stories of Linked Users

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v. Suggestions Page: This is the page where users are linked based on areas of
specialization, topic summarization, skillsets and network analysis of downlines. No one
becomes an official mentor of another user unless a request is sent and approved. This
is done so consent is obtained of each two concerned parties.

Figure 6: Suggestions for Link Requests with Mentors and Mentees

Figure 7: Request Confirmation/Rejection Page

Figures 6 and 7 show these linking activities as discussed.

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vi. Course Selection Page: This page enables users to select the courses they would
like to undertake under their selected mentors. Courses added under a confirmed mentor
are added automatically while those administered by non-mentors are confirmed before
being authorized to do the course. This is shown in Figure 8.

Figure 8: Course selection page

vii. Course Activity Pages: This section of the web pages allows for users to run through
the different modules with their media contents all together. Rich texts, attachments,
reading links and videos are presented to the participants as have been uploaded by their
associated mentors. This is shown in Figures 9 and 11.

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Figure 9: Course Undertaking Page 1

Figure 10: Course Undertaking Page 2

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Figure 11: Course Undertaking Page 3

viii. Assessment Page: This page allows users to be assessed after having taken the
course and finalized all class methods. See Figures 12 -14.

Figure 12: Assessment for Multiple Choice Questions

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Figure 13: Short Answer Questions

Figure 14: Long Essay Questions

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ix. Course Creation Pages: This section shows some of the pages the user passes
through while creating course contents. See Figures 15-21. Assessment is also
submitted for each created module for users to undergo after undertaking the modules.

Figure 15: Course Creation Page 1

Figure 16: Course Creation Page 2

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Figure 17: Course Creation Page 3 (Course Description)

Figure 18: Add new module for a created course 1

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Figure 19: Add New Module for a Created Course 2

Figure 20: Assessment List for a Module

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Figure 21: Assessment Creation Page

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Conclusion

5.0 Brief summary of the work:

This projected intended to create a web application that connects mentors to mentee, for
that to be achieved a Matching algorithm was required, an admin and user interface, built
with technologies like PHP, MySQL, JavaScript, HTML, AJAX, Bootstrap. Server built
with Apache Tomcat and database with MySQL using phpMyAdmin. With the use of
primary research methods(Survey) and secondary research(Literature review) finding
was made about the history, present development and future work in Tele-mentoring, also
needs and goal of users were identified. Testing was conducted with other developers
and self-heuristics evaluation. This whole process ended with the creation of a web
application that matches mentors to mentees, with this application contents in from of
videos, audio and text can be uploading to aid mentors. A user can be either a mentee,
mentor or both. As each user can create modules, assignment questions for assessment
of users taking that module and verify a user to also handle similar module, upon
completion.

5.1 Limitation of the research

Access Limitation: Similar websites to be researched could only be fully assisted by
registering as a verified company and paying a fee, so research what based on 3rd party
information gotten from softwareadviser.com and financesonline.com.

Agreement: Not much agreement was found on Tele-mentoring, many literatures sees
Tele-mentoring as the future of mentoring, especially at time as this when the world is
more connected by the internet.

Interviews: More interview would have been conducted with MDX Faculties as they
represent mentors, and students of MDX University as they represent mentees.

5.2 Future guidelines – How to make it better

User Research: Conduct user research in form of interviews, questionnaire, focus groups
and observation, the finding from this research would be used in deriving persona

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following the Alan Cooper method. And this would help identify who out target users are
their goals and needs.

Niche: This application would be more focused of helping 2rd and 3rd year student
prepare for the business and employment would, by pairing the with mentors in the field
of their choice. And it could have other form of mentoring as a secondary focus of the
application.

UX/UI: The User Experience and User Interface would be focused on as at this stage the
functionality was the focus during development.

Ranking: Mentees would be rated against other mentees by level of engagement with
course, forum post, grading in course activities, and would be displayed as their ranking
in their current country, continent and worldwide.

Algorithm: Improving on the algorithm to better match mentors and mentees.

Additional criterial could be

Forum: creating forums for user to discuss on subject matters and give both mentees
and mentors the ability to create contents.

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References

Anderson, Eugene M and Shannon, Anne Lucasse (1988) ‘Toward a Conceptualization

of Mentoring’, Journal of Teacher Education. Thousand Oaks, CA: Sage Publications,
39(1), pp. 38–43. doi: 10.1177/002248718803900109.

Big Brothers Big Sisters of Southwest Virginia - Youth Mentoring. (2020). Public/Private
Ventures Study - Big Brothers Big Sisters of Southwest Virginia - Youth Mentoring.
[online] Available at: https://www.bigslittles.org/publicprivate-ventures-study/ [Accessed
12 Jan. 2020].

Bruce, M. and Bridgeland, J. (2020). The Mentoring Effect: Young People’s

Perspectives on the Outcomes and Availability of Mentoring. 1st ed. [ebook]
Washington D.c: Mentoring, p.22. Available at: https://www.mentoring.org/new-site/wp-
content/uploads/2015/09/The_Mentoring_Effect_Full_Report.pdf [Accessed 12 Jan.
2020].

C, R. (2020). How many types of mentoring are there? | MATRIX Blog. [online] MATRIX
Blog. Available at: https://blog.matrixlms.com/how-many-types-of-mentoring-are-there/
[Accessed 16 Jan. 2020].

Daloz, L., 2013. Mentor. 2nd ed. San Francisco, Calif.: Jossey-Bass, p.20.

Daloz, L. (1983). Mentors: Teachers who make a difference. Change, 15(6), 24-27.

En.wikipedia.org. (2020). E-mentoring. [online] Available at:

https://en.wikipedia.org/wiki/E-mentoring [Accessed 3 Jan. 2020].

Fagan, M. Michael and Walter, Glen (1982) ‘Mentoring among Teachers’, The Journal
of Educational Research. Routledge, 76(2), pp. 113–118. doi:
10.1080/00220671.1982.10885433.

Financesonline.com. (2020). Chronus Mentoring Reviews: Pricing & Software Features

2020 - Financesonline.com. [online] Available at:
https://reviews.financesonline.com/p/chronus-mentoring/ [Accessed 3 Jan. 2020].

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Financesonline.com. (2020). Mentornity Reviews: Pricing & Software Features 2020 -

Financesonline.com. [online] Available at:
https://reviews.financesonline.com/p/mentornity [Accessed 3 Jan. 2020].

Herrera, C., Grossman, J. and Dubois, D. (2013). The Role of Risk. 1st ed. [ebook]
Chicago: MDRC, p.16. Available at:
https://www.researchgate.net/publication/269688000_The_Role_of_Risk_Mentoring_Ex
periences_and_Outcomes_for_Youth_with_Varying_Risk_Profiles [Accessed 12 Jan.
2020].

Klopf, G., & Harrison, J. ( 1981, September). Moving up the career ladder: A case for
mentors. Principal, pp. 41-43.

Mentornity Blog. (2020). What is Mentoring ?. [online] Available at:

https://blog.mentornity.com/what-is-mentoring [Accessed 3 Jan. 2020].

MILLER, A., 2012. MENTORING STUDENTS AND YOUNG PEOPLE. 1st ed. Sterling,
VA: TAYLOR & FRANCIS, p.134.

Murray, M. and Owen, M., 1991. Beyond The Myths And Magic Of Monitoring. San
Francisco: Jossey Bass, p.10

Murray, M. and Owen, M., 1991. Beyond The Myths And Magic Of Monitoring. San
Francisco: Jossey Bass, p.67-71.

Murray, M., 2002. Beyond The Myths And Magic Of Mentoring. 1st ed. San Francisco:
Jossey-Bass.

Neilsen, J., 2020. Heuristic Evaluation: How-To: Article By Jakob Nielsen. [online] Nielsen
Norman Group. Available at: <https://www.nngroup.com/articles/how-to-conduct-a-
heuristic-evaluation/> [Accessed 29 April 2020].
OpenLearn. (2020). Exploring career mentoring and coaching. [online] Available at:
https://www.open.edu/openlearn/ocw/mod/oucontent/view.php?id=74475&section=2
[Accessed 12 Jan. 2020].

Phillips-Jones, L., 1996. The Mentee's Guide. Grass Valley, CA: Coalition of Counseling
Centers, p.66.

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Shea, G., 1994. Mentoring. 1st ed. New York, NY: AMA Membership, pp.14-23

Shea, G., 1994. Mentoring. 1st ed. New York, NY: AMA Membership, pp.26-28

Shea, G., 1994. Mentoring. 1st ed. New York, NY: AMA Membership, pp.62-63

Softwareadvice.com. (2020). Chronus Software - 2020 Reviews, Pricing & Demo.

[online] Available at: https://www.softwareadvice.com/mentoring/chronus-profile/
[Accessed 3 Jan. 2020].

Softwareadvice.com. (2020). Mentornity Software - 2020 Reviews, Pricing & Demo.

[online] Available at: https://www.softwareadvice.com/mentoring/mentornity-profile
[Accessed 3 Jan. 2020].

Softwareadvice.com. (2020). MentorcliQ Software - 2020 Reviews, Pricing & Demo.

[online] Available at: https://www.softwareadvice.com/mentoring/mentorcliq-profile/
[Accessed 3 Jan. 2020].

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Appendices
Appendix a
Submission Receipt

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Part of the code

Source Codes for Matching and Keyword Extraction

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Appendix b
Ethics approval forms

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Meeting log

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Appendix C
User research Survey Results.

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Satisfaction Survey Results.

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