Art.review Using e Mentoring

8/7/2019 Art.review Using e Mentoring

1/10

Using e-mentoring to sustaindistance training and education

Daniel James HomitzThe Engle Group, Hyattsville, Maryland, USA, and

Zane L. BergeUMBC, Baltimore, Maryland, USA

Abstract

Purpose The purpose of this article is to examine e-mentoring as a way to sustain distance trainingand education.

Design/methodology/approach The paper describes a framework for sustaining distancetraining and education by adding e-mentoring (mentoring over the internet). It also explores the role of

mentors, the benefits of the programs to the mentor and the sponsoring organizations, and ways ofovercoming challenges faced by e-mentoring in distance training and education.

Findings One effective and cost-effective way to monitor and improve the effectiveness of trainingand education in the workplace is to involve expert peers, subject matter experts, and managers in amentoring or coaching capacity.

Originality/value The article shows a cost-effective way to monitor and improve the effectivenessof training and education in the workplace.

Keywords Mentoring, Distance learning, Training, Education

Paper type Research paper

In addition to task-specific skills, workers need a variety of critical thinking, social, andtechnical skills in order to get the job done and to continue to advance their careers

(Kerka, 1998; Watt, 2004). Traditionally, employees learned these skills duringon-the-job training or in formal, classroom settings. However, in the global marketplaceof international and multinational corporations, coworkers are often in different zipcodes and time zones or even on different continents. Centralized classroom basedtraining is not always practical, economical, or desired.

Over the last ten to 15 years, many organizations have moved some or all of theirtraining programs out of the classroom and into computer-based offline and onlineformats for distance education. While there have been some success stories, manyorganizations find it difficult to conduct and sustain the distance training andeducation efforts. The root causes for the problems encountered by the trainingorganizations are many, but usually can be boiled down to the failure to meet theperipheral learning needs of the students such as overcoming technical roadblocks and

obtaining answers to questions only marginally related to or outside the specific coursesubject matter. As institutional decision-makers begin to receive negative feedbackabout the courses due to these and other issues and they start to question theeffectiveness of these programs, they begin to look for new and different ways to helpstudents deal with problems related to computer-based and internet learning.

A growing number of corporations and businesses are discovering that mentoringand e-mentoring are a cost-effective way to improve the effectiveness of distancetraining and education even while cutting training staff and training budgets (Jossi,

The current issue and full text archive of this journal is available at

www.emeraldinsight.com/0969-6474.htm

TLO15,4

326

The Learning Organization

Vol. 15 No. 4, 2008

pp. 326-335

q Emerald Group Publishing Limited

0969-6474

DOI 10.1108/09696470810879574


2/10

1997). They realize that even though distance training and education programs can bea good way to address the work-specific skills, there is not enough time for theinstructors to meet all of the other needs of the students above and beyond theirtraditional instructional duties. More and more these corporations and businesses are

turning to mentoring to address the cognitive, interpersonal, and technological needs ofthe employees participating in the distance education program. e-mentoring is anatural evolution of this process in the digital era.

In this paper, mentoring or e-mentoring are used interchangeably since most ofwhat is said pertains regardless of delivery mode. An e-mentor:

[. . .] is not recognized as a tutor or teacher but someone who provides guidance or counsel.Mentoring is used as an invaluable tool for developing a personal investment and is acost-effective way for delivering outcomes and achieving organizational growth (Blue, 2002,para. 4).

Mentoring should not be confused with training and functions more like coaching thantraining (Gregg, 1999).

While this article focuses on the benefits of mentoring, clearly mentoring is not apanacea. There are, of course, ineffective mentors and coaches; in fact, it can go beyondineffectiveness to being harmful to the organization and its people. Generally, when thathappens, it is usually the case that the mentors or coaches use diagnostic instruments orsolutions that they not capable of correctly using, or in some other way overstep theirabilities (Bachkirova and Cox, 2005; Berglas, 2002; Ehrich and Hansford, 1999).

Increasing numbers of non-traditional learnersAs individuals are made more responsible for their own learning and career developmentand find they do not have the time to dedicate to classroom learning, they are turning toforms of education other than public and private universities. Corporate universities are

blossoming because they are able to narrow their focus to industry-specific skills andinductions to corporate culture in a stark shift away from the general baccalaureatedegree requirements of traditional universities. Even when in partnership with anestablished academic university, the corporate education programs are often gearedtoward thousands or tens of thousands of corporate employees and aim to teach specificsets and subsets of skills that employees can immediately put to use. Similarly, thecertification movement by companies such as Microsoft, Cisco, and Novell supportprograms that confer thousands of certifications every year.

Moreover, corporations and businesses want employees to complete corporateuniversity programs or want employees to get these certifications because theyindicate that the person has specific knowledge in a specific area. This rapid explosionin the number of non-traditional learners is changing education programs around the

globe as fewer training professionals are expected to train larger numbers of adultlearners. To manage these large numbers of students and new, alternative forms ofdistance training and education that are necessary to accommodate these learners,many organizations are instituting mentoring programs.

E-mentoring as one means of sustaining distance training and educationMany proponents of online education programs have investigated the ways to sustaindistance training and education. Among other factors, it is clear that by getting early

E-mentoring

327


3/10

support from upper management and decision-makers to champion the program,adopting the right technologies at the right time at the right cost, actively marketingthe learning program, remaining flexible and encouraging truthful discussion of theinitiative, and evaluating the effectiveness of the ongoing training, any organization

can sustain the interest in and the success of the courses. Additionally, it is importantthat key players such as upper management participate in and model successfuldistance training and education experiences, create partnerships with the trainingdepartment to ensure realistic planning and follow through, and take the lead bycommunicating frequently and positively with the learning community about theprogram (Gold, 2003; Resource Bridge, 2005). It is not enough to simply buy or licensethe technology, design the instruction, provide access, conduct the training, andcontinue with business as usual:

The development of an organizational philosophy that supports technology, lifelong learningand change can lay the foundation for supporting distance training (Berge and Kendrick,2005).

Recent history has shown, however, that having the technology available and thecultural impetus for participating in distance training and education classes as a strongfoundation is not a complete training and education solution as there can be manybarriers to these types of enterprises. Even in programs that address all the factorslisted above, difficulties with the instructor or flow of the class, poor learnermotivation, the perception that there is just not time for study, and the potential lack ofsocial interaction in the online courses can contribute to the possible failure(Muilenburg and Berge, 2005).

If the classes are not delivered effectively, there is often a high drop out rate or rateof incompletion that could be due to many reasons including insufficient feedback fromthe instructor, technical difficulties, and/or poor course design (McKenzie et al., 2006;Muirhead and Betz, 2002; Pickar and Wheatley, 2001). When virtual or online coursesare offered on a learning management system, CD ROM, online tutorial, or web basedtraining module, an organization can run the risk that participants that struggle withthe technology or feel that they are all alone in the learning effort do not enjoy theexperience, may not complete the course or courses, and may not register again in thefuture (Robert, 2005).

While there have been many suggestions on how to overcome these and otherbarriers, mentoring is being used by more organizations as an effective way to mitigatemany or all of these potential problems. While mentoring may include actualinstruction, it supports much of what is known about learning, including the sociallyconstructed nature of learning and the importance of situated learning (Kerka, 1998).

The role of e-mentors in distance training and educationA mentor serves as a trusted counselor or teacher, especially in work settings, andmentoring is seen by many as comparable to leadership, managing, apprenticing, andcoaching (Buche, 2008; Johnson et al., 1999). There are many ways that mentors canfulfill these different roles in a distance training and education setting. As leaders theycan influence their proteges in an attempt to structure the activities of a learningprogram and the relationships between individuals and groups within it. As managers,they can administer, control, and maintain the status quo or they can be instruments of

TLO15,4

328


4/10

change, depending on the learning situation. As masters to the apprentices, they cancreate a formal or informal contractual relationship during which time they help theapprentices to learn a trade, skill, or group of skills. As coaches, they can help studentsgrow, develop, and expand the tools, knowledge, and skills they need to be successful.

The mentors assess the proteges learning needs and then deliver supplementaryone-on-one assistance in the areas where development or growth is needed. Asproblems or areas of interest are identified, the mentors work with the students to solvethe problems or explore the issues (McKenzie et al., 2006).

In todays corporations and other organizations, mentoring is usually a relationshipbetween senior employees and new or more junior employees but can also be arelationship between more experienced and less experienced peers. While this type ofrelationship can be natural, spontaneous, or accidental, many businesses andeducational organizations are institutionalizing structured mentoring programsbecause they value and see the benefits of mentor-protege relationships (Johnson et al.,1999). Effective mentors serve as a guide to both the workplace and what their chargesshould be learning in their distance training and education courses, helping mentored

employees in areas such as setting and meeting training goals alongside navigatingoffice politics and other more informal duties (Owens, 2006).

Although e-learning can provide or be used to deliver gigabytes of information, mostlearners still enjoy the human touch provided by interacting and communicating with areal, live coach or mentor. These instructors, acting as both subject matter experts andintellectual touchstones, can offer advice, guidance, assistance and feedback on bothlearning projects and real work assignments. Despite the often-impersonal nature oftechnology used in modern education, these human relationships continue to beimportant even as we undergo the transformation into the technology age.

E-mentoring adds a human element to computer-mediated learning

Mentors and coaches are being used as a tangible human presence in the learning tocommunicate the positive messages of the training program, assist in instruction andmediate the flow of the learning, motivate learners with real life scenarios and advice,and advise students about keeping to schedules and making time for learning duringthe workday (Falconer, 2006). Mentors and coaches can facilitate communication, shareexperiences, collaborate with students, and in the case of virtual courses, help to reducethe sense of isolation experienced by many online learners. As both experts andconfidants, they can help to adapt online learning to different learning styles, andindividualize and personalize the program, and therefore, make it more effective,memorable, and sustainable.

E-mentoring, in particular, allows for faster response time and more opportunity forflexibility in creating and maintaining relationships even over great distances. It can

help overcome some of the traditional barriers to offline mentoring such asorganizational structure, interpersonal skills, and cross-gender relationships (Falconer,2006). This fosters positive interactions and communication between mentors andmentored learners.

Skilled e-mentors can support distance teachingAny mentoring program, however, is only going to be as strong as its mentors. It isimportant that adept mentors are identified, recruited, and supported. Ridout (2005)

E-mentoring

329


5/10

lists the characteristics of good mentors. Good mentors are responsive, good atlistening, open and honest, non-judgmental and ethical, approachable and available,good at observing and problem solving, and patient, and they set expectations andhave a genuine interest in helping the protege. Effective mentoring does not take a

great deal of time, as the role of the mentors is not to provide answers but to makesuggestions, ask the right questions and point the students in the right direction. Theymust encourage the learners to think independently, use the new knowledge or skills toreach their goals not by feeding them information but by making them find theinformation for themselves. In distance training and education programs, this can bedone just as effectively in person or virtually in e-mail or other online interactions.

In e-mentoring programs, the distance factor often allows participants to expressthemselves more freely than in face-to-face communication. This often provides a morehonest, open, and reflective learning environment where, in addition to the coursetopics and mastering work or trade skills, mentoring pairs can explore their values,feelings, and objectives more freely than when sitting in the same room or speaking onthe telephone, where there is often added pressure to respond immediately. More than

in classroom situations or synchronous online teaching venues, using the virtualmedium of asynchronous communication, mentors can create a reflective learningenvironment where, in addition to the subject matter, the participants can discuss andexplore these values, feelings and objectives more deeply and reflectively and over alonger period of time (Headlam-Wells et al., 2005). By operating more as teachingpartners than as authority figures in this virtual social environment, mentors can alsominimize status barriers and partially or completely remove the effects of theorganizational hierarchy.

The benefits of e-mentoring for mentorsMentors can also benefit by participating in the mentoring exercise. Most professionals

realize that corporations and businesses identify top performers from the ranks of theseasoned veterans, subject matter experts, or experienced managers or peers, andreward employees by selecting them as mentors. One way these mentors benefit is bycontributing to the organization and the profession with the satisfaction of knowingthat their knowledge, ideas, and expertise are valued, utilized, and appreciated (Ebyand Lockwood, 2005; Ridout, 2005).

Many mentors also report that their proteges often provide them with freshperspectives on old ideas or processes, connections to new or different networkingopportunities, and, especially in cases where the protege is right out of school,up-to-date information on new and innovative technologies, practices and ideas in theirshared areas of work. Many mentors report that their teaching and course design skillsimprove when they review skills with students, locate information to share with them,

assist them with technology issues, guide the trainees, and their own knowledge, workskills and expertise are enhanced by working with the mentees (McKenzie et al., 2006;Ridout, 2005).

The benefits for the organizations sponsoring e-mentoring programsBeyond the benefits mentoring programs provide to participating employees, thecorporations and businesses benefit as institutional knowledge and organizationalmission and culture are passed along naturally and experientially rather than formally

TLO15,4

330


6/10

in an orientation or classroom setting (Kerka, 1998). Using mentoring techniques,experienced personnel can recognize and develop new talent and share practicalknow-how and wisdom.

Most corporations and businesses look to cut back on the number of instructors and

total teaching days and replace them with pre-packaged offline or online courses. Inaddition, when trainers are conducting classroom and online training, they do not havethe additional time that is necessary to act as online course managers to assist in taskssuch as course registration or to act as computer technology consultants to assist intechnical questions and technical troubleshooting (Chang, 2004). Having mentorsavailable helps to fill these and allows the organization to meet the manynon-instructional needs of the students such as the desire to have reflective, open-endedassignments rather than the tests and quizzes that are common in technology-basedand other distance training and education.

Mentoring can also help with employee retention. In todays job markets, employeesare often hired because of specific expertise but still may need help adapting toorganizational policies, procedures, and culture. These younger employees are morelikely than prior generations to change jobs more frequently. Many employers find itdifficult to balance the need to offer continuing education and career development withthe risk of losing these well-trained, highly skilled workers to other companies (Robert,2005). The personal connections and positive public relations inherent in a mentoringprogram that supports the education program make it more likely that a youngeremployee will stay with the organization.

These technology savvy employees, having grown up with computers, the internet,instant messaging, cell phones, and other forms of instant or near instantcommunication are more inclined to want fast and reliable access to relevantinformation and real activities, scenarios, and simulations. Although they are alsomore inclined to use self-study learning guides, web-based training, internet or other

discussion boards or forums, online workshops, wireless courseware, and other formsof online learning (Robert, 2005), often they also desire quick and informed feedback.e-mentoring can address the desire for immediate comment and reaction and also helpto build mutually-beneficial relationships that, even if they do not foster completeloyalty to the organization, can help to build a positive learning experience and keepthe employees happy and in place.

The challenges for e-mentoring programsMany of the challenges of distance training and education stem from the changingnature of work in the modern age, the transition of organizations as they have fewerboundaries and ownership of specific responsibilities are blurred or unclear, the newand unfamiliar virtual nature of the internet learning, and the flexibility and countless

opportunities for change (Johnson et al., 1999). Of course, as with any type ofinstruction, interaction, or communication, there are challenges specific to a mentoringendeavor. Funding the effort, finding mentors, matching them with appropriatelearners, getting a dedicated amount of their time, and continuing to support theprogram can take an enormous amount of initial administration and effort for theorganization.

In the case of e-mentoring, if the technology or software too complex and difficult tonavigate, trainees find they need more up front training in its use but cannot get it, or

E-mentoring

331


7/10

they are unfamiliar with the ways and means of communicating online, they will notreap the full benefits of the mentorship program. Fluency in online communication is avital skill in these instances, and the tools and processes involved are not alwaysintuitive and may require additional planning, training, and support. Due to the

astonishing growth of corporate universities and other programs, it is often difficult tofind a sufficient number of highly skilled trainers to accommodate the sheer number ofparticipants. In these cases, an organization can turn to mentors to fill the gap.

However, the best mentors are also usually the most productive, effective, andcritical employees and any time spent on managing learning is often seen asdetrimental to the organization. In addition, not all willing mentors turn out to be themost qualified or as qualified as they self-reported when volunteering or beingassigned to the program. Even if willing and competent mentors are plentiful, thestartup costs of online learning are expensive and many observers perceive onlinementoring programs as diverting time and money from other more urgent or neededlearning initiatives (Lisagor, 2005). Preparatory training in the technology, software,online communication and related areas can be expensive. It is often difficult to procurefunding for the proper tools, initial administrative costs, time away from work costs,etc.

Overcoming challenges faced by e-mentoring programsTo get the necessary time, money, and support, selling the long-term benefits of theprogram is key. As with other training enterprises, focusing on the return oninvestment (ROI) is not as important as focusing on the desired results, such asbuilding intellectual capital, building learning communities, nurturing experts andcreating new ones, and an awareness that quality learning requires quality inputs thatinclude human capital (Allee, 2000).

In addition, educating key decision-makers early on about effective teaching andlearning practices that include e-mentoring, recruiting and retaining proven educatorswith a long track record of success in passing on knowledge, and providing reasonableand sound structures and guidelines for the mentoring partnership are all ways toensure success. One major advantage of an e-mentoring system is actually its overallcost effectiveness. Although there are high startup costs, once established theoperational costs of a computer-moderated mentoring program are relatively low(Headlam-Wells et al., 2005).

Other findings of mentoring and e-mentoring case studiesMany case studies have shown the effectiveness of mentoring programs and that theyreally do help to sustain distance training and education programs. Former mentees

have reported improved career outcomes, more job satisfaction, comfort in the socialculture of the organization, and higher income. However, the benefits for the ones beingmentored are not always equal. While it is clear that e-mentoring levels the playingfield by providing flexibility and easy access to those who might otherwise be excludeddue to gender, ethnicity, disability, or geography, administrators and e-mentors mustremember that there is a digital divide and participants that have online access bothat work and at home have a clear advantage over those who do not (Headlam-Wellset al., 2005).

TLO15,4

332


8/10

In a review of the mentoring program of the American Physical TherapyAssociation, Ridout (2005) lists ways that the organization gets the most from theirmentoring program. But the list could be used by any corporation or business toenhance its own program. Ridout found that it is necessary for both participants in the

mentoring relationship to clearly state and set expectations, share information aboutthemselves, be responsive and communicate clearly, and be open and honest. Thisrelationship will not be successful unless it is supported by the organization whoseresponsibility it is to find a mentor to help the learner, provide the resources, helpdetermine the framework of the coaching, create a cultural climate conducive tomaintaining a mentoring approach, and help the participants judge what constitutessuccess and how the progression of the process will be evaluated (Wade, 2004).

What is most interesting is that during interviews of participants from a variety ofmentoring programs at different corporations, both proteges and mentors reportedlearning as the most common benefit of participation (Eby and Lockwood, 2005). Inthis and other qualitative research studies, both groups reported that mentoring helpedin understanding different parts of the business and obtaining different perspectiveson work-related problems above and beyond the subject matter of any training courseswith which the mentors might be assisting. In addition, many other unintendedbenefits of a mentoring relationship have been reported, including more ease of careerplanning, networking opportunities, and developing personal relationships (Eby andLockwood, 2005; Owens, 2006; Ridout, 2005).

While an online coaching program can benefit any employee, according to mostreports, studies, and anecdotal evidence, e-mentoring programs tend to be especiallysuccessful for female proteges (Dartmouth University, 1999; Perren, 2003; Rossett,2002a, 2002b, 2002c). The flexibility offered by the often asynchronous nature of thecommunication via e-mail or message boards allows participants with family,childcare and other obligations, usually taken on more by women, to schedule the

interactions with the mentors around these other obligations.

ConclusionBecause much of the offline and online distance training and education content doesnot involve a live instructor, having a mentor or coach available to ask questions,bounce ideas, get pointed in the right direction, and get assistance can be vital to thesuccess and maintenance of a distance education program. In addition, there are notenough instructors available to handle the growing numbers of students using offlineand online distance training and education programs available to them. Waiting forguidance and questions from a generalized e-mail account or teaching organization canbe frustrating and hurt the reputation of the training organization.

Having assigned mentors available and ready to respond quickly not only assists

the learners but also creates a positive perception of the department or divisionsponsoring this support and can help to sustain and expand the online education ortraining program. Just offering computer-based training (CBT), web-based training(WBT), online live training, online tutorials, frequently asked questions (FAQ)databases, knowledge management databases, or performance management systemsis not enough. The people utilizing these tools of learning will often need or desire sometype of human action, intervention, or assistance at some point in the course of studyand learning.

E-mentoring

333


9/10

References

Allee, V. (2000), eLearning is NOT knowledge management, available at: www.linezine.com/2.

1/features/vaenkm.htm (accessed February 24, 2008).

Bachkirova, T. and Cox, E. (2005), A bridge over troubled water: bringing together coaching andcounselling, Counselling at Work, Vol. 48, pp. 2-9.

Berge, Z. and Kendrick, A.A. (2005), Can interest in distance training be sustained in corporate

organizations?, International Journal of Instructional Technology and Distance Learning,Vol. 2 No. 2.

Berglas, S. (2002), The dangers of executive coaching, Harvard Business Review, June.

Blue, A. (2002), Organizational mentoring, Information Outlook, Vol. 6 No. 3, p. 40.

Buche, M.W. (2008), Development of trust in electronic mentoring relationships, International Journal of Networking and Virtual Organisations, Vol. 5 No. 1, pp. 25-50.

Chang, S. (2004), The roles of mentors in electronic learning environments, AACE Journal,Vol. 12 No. 3, pp. 331-42.

Dartmouth University (1999), WISP pilot e-Mentoring program, available at: www.dartmouth.edu/ ,wisp/mentoring_exec_summary.html (accessed February 24, 2008).

Eby, L. and Lockwood, A. (2005), Proteges and mentors reactions to participating in formal

mentoring programs, Journal of Vocational Behavior, Vol. 67 No. 3, pp. 441-58.

Ehrich, L.C. and Hansford, B. (1999), Mentoring: pros and cons for HRM, Asia Pacific Journal ofHuman Resources, Vol. 37 No. 3, pp. 92-107.

Falconer, L. (2006), Organizational learning, tacit information, and e-learning: a review,

The Learning Organization, Vol. 13 No. 2, pp. 140-51.

Gold, M. (2003), 8 lessons about e-learning from 5 organizations, TD, Vol. 57 No. 8, pp. 54-7.

Gregg, C. (1999), Someone to look up to, Journal of Accountancy, November, pp. 89-93.

Headlam-Wells, J., Gosland, J. and Craig, J. (2005), Theres magic in the web: e-mentoring for

womens career development, Career Development International, Vol. 10 Nos 6/7,pp. 444-59.

Kerka, S. (1998), New perspectives on mentoring, ERIC Digest No., No. 194.

Johnson, S.K., Geroy, G.D. and Griego, O.V. (1999), The mentoring model theory: dimensions inmentoring protocols, Career Development International, Vol. 4 No. 7, pp. 384-91.

Jossi, F. (1997), Mentoring in changing times, Training, Vol. 34 No. 8, pp. 50-4.

Lisagor, M. (2005), E-mentoring: a tool for federal workers, available at: www.fcw.com/article87854-01-23-05-Print (accessed 24 February 2008).

McKenzie, B.K., Ozkan, B.C. and Layton, K. (2006), Tips for administrators in promoting

distance programs using peer mentoring, Online Journal of Distance LearningAdministration, Vol. 91 No. 2.

Muilenburg, L.Y. and Berge, Z.L. (2005), Student barriers to online learning: a factor analyticstudy, Distance Education: An International Journal, Vol. 26 No. 1, pp. 29-48.

Muirhead, B. and Betz, M. (2002), Faculty training at an online university, USDLA Journal,Vol. 16 No. 1.

Owens, D. (2006), Virtual mentoring: online mentoring offers employees potentially better

matches from a wider pool of candidates, HR Magazine, March.

Perren, L. (2003), The role of e-mentoring in entrepreneurial education and support: a meta-review

of academic literature, Education Training, Vol. 45 Nos 8/9, pp. 517-25.

TLO15,4

334


10/10

Pickar, G. and Wheatley, C. (2001), Getting straight As: effective mentoring in distance learningprograms, paper presented at the 17th Annual Conference on Distance Teaching andLearning, Madison, WI.

Resource Bridge (2005), How to overcome eLearning resistance, available at: www.

resourcebridge.net/Articles/Overcome_Resistance.html (accessed February 24, 2008).Ridout, S. (2005), Mentoring: guided by the light, PT Magazine, Vol. 14 No. 5.

Robert, S. (2005), Millennial learning: on demand strategies for generation x and beyond,Learning and Training Innovations, December 14.

Rossett, A. (2002a), Citibank e-ETM: E-learning sales program for expanded target markets.Blending online and onsite learning experiences, available at: http://edweb.sdsu.edu/people/ARossett/eportfolio/popup_citibank_online.asp (accessed February 24, 2008).

Rossett, A. (2002b), Defense acquisition university (DAU): distance and blended learning,available at: http://edweb.sdsu.edu/people/ARossett/eportfolio/popup_dau_distance.asp(accessed February 24, 2008).

Rossett, A. (2002c), IBM basic blue, available at: http://edweb.sdsu.edu/people/ARossett/eportfolio/popup_ibm.asp (accessed February 24, 2008).

Wade, H. (2004), Managerial growth: a coaching case study, Industrial and CommercialTraining, Vol. 36 No. 2, pp. 73-8.

Watt, L. (2004), Mentoring and coaching in the workplace: an insight into two leading leadershipdevelopment programs in organizations, Canadian Manager, Vol. 29 No. 3, p. 14.

Corresponding authorZane L. Berge can be contacted at: [email protected]

E-mentoring

335

To purchase reprints of this article please e-mail: [email protected] visit our web site for further details: www.emeraldinsight.com/reprints

Documents

Art.review Using e Mentoring