The Usefulness of Theory: A Case Study in Evaluating Formal Mentoring Schemes

Abstract

The establishment, extension and development of formal mentoring schemes in workplaces have been accompanied by an extensive analysis of the preconditions for successful implementation. These have tended to explore the "mechanics" of formal mentoring schemes; namely policy development, scheme design, mentor competence, and mentor training. These studies tend to be normative and prescriptive. Substantive theoretical analysis of formal mentoring has been either absent, implicit, limited, or underdeveloped.

Mentoring Undergraduate Students

“…Although all interactions come at some kind of cost, relationships continue because they provide valued benefits (Molm, 2006). Individuals cultivate and invest resources in relationships that will yield them a significant "profit" or where the benefits of interacting will ultimately outweigh the costs (Ensher, Thomas, & Murphy, 2001;Gibb, 1999;Homans, 1958). In the case of mentoring, relationships would be anticipated to continue when both mentors and mentees perceive themselves as giving and receiving support, resources, and opportunities for collaboration in exchange for their time and energy.…”

A taxonomy of the characteristics of student peer mentors in higher education: findings from a literature review

“…Other researchers, too, point to the importance of selecting mentors who possess life experience (Gibb, 1999;Johnson, 2002), maturity (Lawson, 1989) or practical wisdom (Awayaa et al, 2003). Tindall (1995) supports this view, stating that a mentor's diversity of experience and background is essential to establishing a successful mentoring relationship.…”

“…The effective mentoring relationship is a developmental one for both the mentor and the mentee, although the developmental needs of the mentee are necessarily at the forefront of priorities. The theme of mentee empowerment occurs throughout the articles, including the claim by Awayaa et al (2003) that effective mentors allow protégés to 'show their stuff' (p. 50) or Gibb's (1999) assertion that mentors should emphasize individual action. Likewise, Holbeche (1996) believes that mentors have a responsibility to allow their 'mentee to think through their own solutions to problems' (p. 26) and Rose (2003) notes that university students look for mentors who allow them to make deliberate, conscious choices about their lives.…”

A review of mentoring in education: Some lessons for nursing

“…This situation is apparent in the education and business research literature, as well as in the nursing literature. A number of authors argue that mentoring is difficult to define because it is often confused with other support roles played by key persons (Cahill, 1996;Gibb, 1999;Jacobi, 1991;Madison, Watson & Knight, 1994;Morton-Cooper & Palmer, 1993). For example, in education, terms such as peer coach, executive coach, and peer tutor have been used interchangeably with mentoring.…”