Factors influencing mentees' and mentors' learning throughout formal mentoring relationships

E-mentoring as a HRD intervention: an exploratory action research study within an International Professional Mentoring Scheme

“…Although there is no doubt that mentoring offers an unique learning opportunity for personal growth and career development, there is need for more empirical research that quantifies the benefits, effectiveness and overall impact of mentoring (Wanberg, Welsh & Hezlett, 2003;Egan & Sing, 2008;Thurston, D'Abate & Eddy, 2012). Moreover, there is a specific gap in the literature on inter-organisational e-mentoring schemes as most empirical studies are either of in-house, intra-organisational programmes (Kram, 1983;Mullen, 1994;Harris, 2013;Jones, 2013;Holtbrugge & Ambrosius, 2015) or of e-mentoring studies focusing on youth programmes where mentor-mentee association is conducted through an online website (DiRenzo, Linnehan, Shao & Rosenberg, 2009;Shpigelman, Weiss, & Reiter, 2009). Hence, although it has been established that mentoring in general works, there is a gap in the literature in terms of why, when and how it works, particularly within an e-mentoring scheme where the mentors-mentees relationships are defined by international separation.…”

Learning by supporting others—experienced parents’ development process when supporting other parents with a child with type 1 diabetes

“…Research into mentoring supports the opinion that social interaction creates learning for both project‐parents and coach‐parents. Sharing experiences, stories and views has been found to be key to the learning of both those being mentored and those doing the mentoring (Jones, ). Peer facilitators also identify personal benefits such as increased self‐confidence and self‐development (Thomson, Michelson, & Day, ) and the role of helping others is experienced as empowering (Sullivan‐Bolyai & Lee, ).…”

How can leaders and managers in the Police support the learning of others and at the same time, support their own?

“…Lankau and Scandura (2007), Allen et al (2008) stated that the majority of mentoring research could still be characterised as primarily quantitative, correlational and cross-sectional with information gathered from a single source (normally the mentee) using a single method of collection. Four years later, St-Jean (2012) suggested that further mentoring studies needed to use a longitudinal perspective and consider the mentor's perspective too; confirmed by Jones (2012Jones ( , 2013 and Garvey et al (2014) expressing the need for more longitudinal studies. Therefore, following the conventions of Eisenhardt (1989) and Yin (2014), a longitudinal qualitative case study approach was chosen in order to gain insights beyond the normal snap-shot towards a longer term perspective of formal mentoring in the Police context.…”