Characteristics of Effective Mentoring in a Formal Mentoring Setting
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A qualitative phenomenological study was conducted to determine the perceived levels of effectiveness and barriers for a successful mentoring relationship between mentors and mentees. Specifically, this study explored the formal mentoring relationships within Texas AgriLife Extension's Mentoring Program. Research was conducted on mentoring relationships from mentor and mentee perspectives to determine how they perceived the relationships' effectiveness, which may serve as a model for further research. The population for this longitudinal study was mentors and mentees in a formal mentoring relationship between the years of 2004 and 2008 within Texas AgriLife Extension Service. One hundred-six mentoring relationships were examined over a five year period. The data were gathered from an open-ended evaluation instrument administered at the end of the one-year mentoring relationship. Wells, (1997) served as the conceptual framework for this study. Wells's model is based on the nine roles of value-creating order, inspiring action, and improving performance-and was used to identify skills that could build professional capacity for a mentor and mentee. The findings of this study indicated that mentors and mentees perceived the formal mentoring program to be effective in sharing knowledge, resources, and experiences. Mentors and mentees indicated that the barriers of time, distance, differences, and work load existed and the relationship could have been improved if barriers were minimized. The perceived characteristics that emerged for an effective mentoring relationship were trusting, encouraging, and leadership. Recommendations were made that researchers should continue to look at training and processes for mentors and mentees preparing for a mentoring relationship.
Luckey, Rebecca Ann (2009). Characteristics of Effective Mentoring in a Formal Mentoring Setting. Master's thesis, Texas A&M University. Available electronically from