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Richard Hale: Richard Hale Associates, Bristol, UK
Introduction
This article summarises the doctoral research work of the author, exploring the dynamics of the mentoring as a route to personal and organisational learning. This research, which is part of an Oxford Brookes University/International Management Centres programme, has been conducted using action research and grounded theory methodologies. Presented here are the findings from 47 semi-structured interviews conducted with mentors and mentees and from 29 questionnaires. The main focus of the work has been the comparison of results from two organisationally driven mentoring initiatives, one at Scottish Hydro-Electric and the other at Skipton Building Society. Conclusions drawn from the analysis so far have led to the early development of further theoretical understanding of the dynamics of the formal mentoring relationship, to the identification of further areas worthy of research and to the prototype design of tools to support mentors and mentees and mentoring scheme organisers.
Extracts from a literature review
The extracts particularly focus on the dynamics of the relationship in terms of similarities and differences and the links between mentoring and learning.
Mentoring and learning
Mumford (1998) stressed the importance of considering the learning purpose (knowledge, skills or insights) when selecting the method of development and suggested that mentoring is less appropriate in terms of skills development because there is a limitation in terms of which skills the mentor can identify. He proposed that mentoring can be effective in developing knowledge but this will be limited by the knowledge of the mentor, however mentoring was seen as a powerful way of helping the mentee to achieve insights.
Kantor is referenced by Clawson (1985) as arguing that individuals are actually less likely to take steps towards skills development through traditional intervention if they have a good mentor because they will rely more on the relationship. By contrast where a good mentoring relationship does not exist individuals are more likely to take steps towards skills development in order to compensate for weaknesses in the relationship. This is one of the few arguments seen which might be considered to be countering the notion of mentoring as a beneficial process in terms of learning.
In her research study of 24 mentors in teaching or training roles, Bennetts (1995) suggests that what...