Faculty of Education - Theses
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ItemMentoring in Australian organisations and its relevance to lifelong learning( 1998)Mentoring has been a popular adult development practice for centuries predating Homer’s Odyssey (c.800 BC) from which its name has been derived. Myths, legends, oral histories and factual accounts attest to its significance to date (e.g. King Arthur and Lancelot; Jesus Christ and Simon Peter; Spirit dreamings and aboriginals). Although various cultures have placed different emphasis on the importance of mentoring, it has been defined consistently as describing situations where experienced, wise and esteemed members of a culture, mentors, assist usually younger but always less experienced members, mentees, to achieve a level of personal excellence not attained previously. Mentoring has derived its lasting international influence from a tacit understanding of its process and benefits. Specific elements within the mentoring process such as mutual trust, reciprocal respect, influence of gender, enriched teaching, enhanced learning, roles and functions relevant to adult development have been noted and discussed often in previous studies. Alternatively, hidden factors such as the interplay of intellects, emotions, attitudes, values, beliefs and ethics have received minimal attention. This thesis, which comprises sixteen case studies including medicine, law, finance/business, multimedia technologies, public service/women, defence forces/intelligence/men, and education in diverse organisations, focuses on mentoring’s influence upon individual learning with particular attention to the development of superior performance, excellence and eminence throughout the life span and issues in a new theory of mentoring in the Australian context. To provide the appropriate infrastructure for the construction of this theory of mentoring, qualitative methods were employed; these were supported by statistical analyses of demographic data, especially prepared and adapted computer assisted graphic organisers and a non verbal, multimedia animation. The present study is considered significant for several reasons. The concept of mentoring seemed to be recognised yet scant research concerning its value had been initiated in Australian contexts. There is no comparable Australian study of its size, type or organisational diversity preceding it. Secondly, the organisations which participated in the study were diverse in character yet they recognised mentoring’s efficacious role in professional, organisational and personal development. In particular, the emergence of personal development, as an important consideration within the workplace, was novel. Thirdly, this study offers a theory of mentoring for the next millennium and thus contributes to new knowledge in its field. It illuminates mentoring’s importance in the learning process of individuals, irrespective of whether they are mentors or mentees, by bringing to light its hidden elements in concert with its observable factors. Finally, previous studies have not utilised similar combinations of qualitative methods, demographic surveys, cybernetic diagrams and multimedia support to assist interpretation and depiction of elements which comprise mentoring. In summary, the purpose of the study has been to note similarities and differences between the components of mentoring in the organisations studied; examine the observable elements of mentoring; explore hidden aspects of its process; and, finally, to develop a theory of mentoring which advances our knowledge of the field.