Protégés’ Learning in Mentoring Relationships: A Review of the Literature and an Exploratory Case Study

Abstract

The problem and the solution. This study addresses the gap in the literature on learning and mentoring. A descriptive case study was conducted to explore what and how protégés learn from their mentors. Participants were cooperative education students and interns who were assigned mentors while working for a large public agency. Consistent with the dynamic process model of formal mentoring, protégés’ learning outcomes included cognitive, skill-based, and affective learning. Protégés primarily learned through observation, explanations from their mentors, and interactions with their mentors but also used other processes to learn from their mentors. Certain learning outcomes were associated with particular learning methods. The favorability of learning experiences (positive/neutral vs. negative) also was explored. Implications for human resource development professionals involve using mentoring to support diverse organizational interventions, aligning formal mentoring policies and practices with program goals, and preparing mentors and protégés for their roles. Recommendations for future research are suggested.