From E-Mentoring to Blended Mentoring: Increasing Students' Developmental Initiation and Mentors' Satisfaction

Abstract

E-mentoring offers an alternative way to connect individuals with mentors. In my work here, management students were paired with working professionals for a semester to ask questions about the relevance of course content, learn how topics are applied in practice, and develop rapport. Results indicate that when students and mentors perceived they were similar to each other, students received more vocational and psychosocial support and mentors provided more support. More frequent interaction was also associated with more support and mentors' satisfaction. Relationships in which students received more support were associated with higher levels of career planning, satisfaction with mentors, and intentions to continue the relationship. Similarly, relationships in which mentors provided more support were associated with higher intentions to continue the relationship. Blended mentoring, e-mail plus talking on the phone or meeting face-to-face, increased positive outcomes for both students and mentors. Participation in this experience significantly increased students' propensity to initiate developmental relationships, a critical skill for career development.

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