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

Abstract

A qualitative case study approach was taken to identify what factors were perceived to influence learning for mentees and mentors during a pilot formal mentoring programme, within a West Midlands Healthcare Trust. Both sides of five dyads were interviewed at regular intervals over a 17-month period (October 2009 to February 2011). The results from this longitudinal study show how learning was expected and achieved by both parties, over time. Factors influencing learning were categorized and later compared to pre-existing theory in relation to sharing experiences, sharing information, discussing politics, reflection, observation and support. Additional categories emerged in relation to questioning and listening skills, and similarity and difference between both parties. A change of emphasis was clear in relation to some factors which influenced learning, as the relationships matured. These findings have theoretical and practical implications for human resource development (HRD) professionals in relation to how formal mentoring programmes are designed and supported over time.