Advances in technology have reshaped mentoring as a human resource development (HRD) intervention and heralded e-mentoring, using online solutions, as an alternative to traditional mentoring. In this article, [the authors] report on a unique learning opportunity as a part of the HRD curriculum in a higher education institution (HEI) in which mentoring was offered to pairs separated by not only geographical distance but also by time zone, culture and organisation (global mentoring relationships [GMRs]). [The authors] used an action research approach to aid the programme team's understanding of
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Advances in technology have reshaped mentoring as a human resource development (HRD) intervention and heralded e-mentoring, using online solutions, as an alternative to traditional mentoring. In this article, [the authors] report on a unique learning opportunity as a part of the HRD curriculum in a higher education institution (HEI) in which mentoring was offered to pairs separated by not only geographical distance but also by time zone, culture and organisation (global mentoring relationships [GMRs]). [The authors] used an action research approach to aid the programme team's understanding of their own practice and to evaluate 23 GMRs within an e-mentoring scheme in a UK-based university.
[The authors] offer empirical evidence of the application of media richness theory as well as traditional models of mentoring to develop and evaluate e-mentoring relationships, particularly GMRs. Key findings highlight how the mode of communication and its media richness affect GMRs and demonstrate the effect of the type and style of mentoring on the success of GMRs. Based on [their] results, [the authors] recommend a combination of e-mentoring methods using various forms of technology and the sharing of models to create a common language to enhance the practice of e-mentoring in and across organisations.
Published abstract reprinted by permission of the copyright owner.
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