Additional details of project and links to other areas within the organisation; As researcher for SMART, it was essential to provide scope for the project and at the same time identify any areas that could provide insight into the project. Equally the project could benefit from acknowledging all the work been undertaken within the institution. As an organisation it was imperative that any new developments reflect the needs of our own developing services. Any information that provides insight into present work ethics of Workbased Learning (WBL) programmes should be transferable throughout both the project and educational pathways.
JISC offers the opportunity to develop technological innovations that enhance both student and practice improvements. Therefore a meeting with ‘Open for Business’ representative helped highlight some areas for consideration and examined the various WBL options that could/should influence the creation of a support mechanism for mentors.
Programme delivery varied throughout the institution and some WBL programmes attracted a different kind of student. Equally there are various considerations within the WBL debate and so a definition was essential to formulate an appropriate position. The Higher Education Academy’s definition (2006, 71) may be an appropriate starting point: ‘Work-based learning can be defined as learning which accredits or extends the workplace skills and abilities of employees.’
Literature Review and the definition of Mentor/Mentorship. This provided a long and voluminous insight into perceptions of role, in fact establishing the notion of mentor and mentorship was arduous. Cultterback (1992) provides a variety of learning opportunities and help in understanding the mentor and the mentorship role. The need for the educational development of a mentor and the importance of this role, on the successful completion of any educational programme, that seeks to empower the student and thus encourage a skilled practitioner.
Caldwell and Carter (1993) argue that while commonalities are evident in accounts of mentoring, Mentoring is a dynamic practice and therefore no one process or model can be used to advocated as appropriate for all situations or contexts. Indeed ` it is clear that there are pitfalls in attempting to adopt or adapt practice from one setting to another’ (Caldwell & Carter, 1993, p. 205).
Wang and Odell (2002) argue that mentor preparation has been a weak link in many mentoring programmes and an ill-conceptualized field of research.
Roberts’ (2000) review of mentoring research across disciplines found that successful mentoring has the following essential attributes: a supportive relationship; a helping process; a teaching–learning process; a reflective process; a career development process; a formalized process; and a role constructed for or by a mentor. Mentoring in the teaching profession has been implemented in different ways in induction programmes across different countries. Indeed other professions have similar concepts and identify criteria that are essential in the promotion of student development and achievement of competencies that make individuals fit for purpose.
I like this notion of fit for purpose, it provides structure, what is it that we want the person to be at the end? How can we educationally help the mentor whilst encouraging and enabling the student (used here to denote the development of the protégée). I know why I say this and it is essential that other members of the project understand this too.
What happens if you are working in a superstore and then decide that you want to change career options? Do you need an employer to make it possible to achieve what may have always been your dream, but that circumstance has not made possible.
