Blind date: a case study of mentoring as workplace learning

Abstract

This paper reports on a research project undertaken by the author within a major Australian company which utilised mentoring as part of a leadership training program for potential supervisors. Six pairs of mentors and mentees were asked individually about their perceptions of the mentoring process and of the value of their involvement, personally and professionally. Those responsible for the supervision and conduct of the program were also interviewed. Overall it was clear that the mentees believed they were learning from the mentoring process, in terms of improving their general understanding of the company’s operations and in dealing with practical management issues. The extent of that learning appeared to be influenced by the degree to which the relationship had developed on the basis of openness and trust. The mentors indicated they were also learning from the mentoring process – outcomes which they tended to see in work‐related terms, but with some personal benefits as well. Concludes with a discussion of the place of mentoring in a learning organisation, and suggests some key factors in developing effective mentor‐mentee relationships in a business environment.

Citation

Dymock, D. (1999), "Blind date: a case study of mentoring as workplace learning", Journal of Workplace Learning, Vol. 11 No. 8, pp. 312-317. https://doi.org/10.1108/13665629910300496